Jul 2026· Journal of Learning and Development Studies· 0 citations· 35 references
TL;DR
The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries.
Abstract
Collaborative learning tools are found to have high pedagogical innovativeness and engagements of students (Jonassen, 1999). However, little is known about the perception of such tools among the teachers, particularly in the case of the private higher education institutions (HEIs) in Pakistan. The qualitative study is a research on the perceptions of teacher educators toward their use of collaborative learning technologies (e.g. online discussion forums, group projects, digital platforms) in a private Pakistani HEI (Akram et al., 2021). The study follows the Technological Pedagogical Content Knowledge (TPACK) model (Mishra and Koehler, 2006) in exploring how teachers perceive the integration of such tools and the resulting implications on teaching and the interaction with the students. The interviews with semi-structured questions were performed with 25 teacher educators, and the results provide the information that demonstrates the rather positive attitude towards these tools. Faculty indicated that the technologies make student participation, critical thought, and communication as well as digital literacy easier. However, barriers including the lack of technological infrastructure, change behavior, and professional development are limiting its adoption (Asad et al., 2020). The current research gives a subtle, situational explanation of the obstacles and facilitators linked to collaborative learning tool adoption in developing higher education institutions of the countries. The results produce practical suggestions to instructors and policymakers interested in supporting successful integration in similar environments, thus adding to the current discussion on the use of technology in pedagogy and shaping possible uses of AI and XR.
At a time of increasing digital transformation and a global shift in policy regarding the integration of artificial intelligence (AI) into the education sector, it is essential to comprehend the engagement of faculty with new technologies to build equitable, future-ready learning systems. This study set in the interpretative qualitative paradigm explores the perception and experience of augmented minds through the integration of AI and AR within the pedagogical practices of the faculty members of private university of Punjab, Pakistan. The study will achieve the desired aims through 50 in-depth semi-structured interviews of the faculty members belonging to different academic disciplines. Thematic analysis consisting of the six-step framework of Braun & Clarke will be utilized to analyse data. Research shows that there is widespread optimism regarding the pedagogical potential of AI and AR in particular, enhancing student engagement, visualizing complex concepts, personalized learning paths, and collaborative knowledge construction. According to the participants of the study, through the use of immersive AR and adaptable AI systems, more interactive, learner-centered environments can be created in alignment with constructivist principles. Significant institutional and contextual barriers were also identified, such as constraints in technological infrastructure; limited specialized professional development; and academic integrity, cognitive dependence, and equity of access concerns. Faculty members also expressed concern about the changing nature of their work in AI classrooms. This research provides context-specific insights into “Augmented Minds”, thereby enriching the global discourse on educational innovation in a developing country context. It shows that technology enhancement and faculty empowerment may be possible with continued institutional support. The findings are directly useful to educational policymakers, curriculum developers, and university administrators interested in integrating AI/AR-enhanced teaching frameworks in various higher education environments.
Jogy Jose, Dr. Adnan Mohammad Bataineh, Kashif Ali et al.· Frontiers in Computer Scienc...· 0 citations
It is suggested that building teachers' digital competence should be approached holistically, including a development strategy that integrates professional vocation, continuing education, institutional leadership, and pedagogical innovation to foster sustainable educational transformation processes in mission-driven contexts.
José Gilberto Argandoña Moreira, Mirna Geraldine Cevallos Mina, Betsy Katherine Cambindo Quiñónez et al.· Ibero-American Journal of Ed...· 0 citations
The primary objective of this study is to evaluate the impact of Information and Communication Technology (ICT) on college education. Specifically, it aims to assess how integrating digital tools transforms traditional instruction into interactive, student-centered learning, improves student engagement, and identifies key barriers educators face during implementation. In the present study Desk research method or documentary survey/review method was used to obtain relevant data. The study used qualitative research methods (evaluating text, meaning, or themes). The study highlights that the integration of Information and Communication Technology (ICT) has significantly enhanced teaching and learning processes in Indian higher education by improving student motivation, active participation, knowledge retention, and personalized learning experiences. Interactive multimedia, internet-supported resources, and digital tools have transformed traditional classrooms into learner-centered environments that accommodate diverse learning styles and foster greater academic engagement. However, the adoption of comprehensive Learning Management Systems (LMS) remains limited despite the widespread use of basic digital tools such as Google Meet, Microsoft Teams, and multimedia resources. The findings identify major barriers to effective ICT integration, including inadequate infrastructure, unreliable internet connectivity, limited access to digital devices, insufficient regional digital content, and a lack of continuous techno-pedagogical training for educators.
Jangkholun Mate, Hoikhokim· International Journal For Mu...· 0 citations
Learning Management Systems are becoming increasingly indispensable in higher education, but their adoption in rural universities presents very different challenges and opportunities, influenced by geographical location, infrastructure, and socio-cultural factors. The qualitative research here aims to analyse undergraduate students' perspectives on Learning Management Systems at a rural university in South Africa, with the aim of understanding how these digital tools are perceived in a resource-poor setting. Using the Unified Theory of Acceptance and Use of Technology as the underpinning theory, a phenomenological method was employed, with semi-structured interviews conducted with 40 students from four faculties. Thematic analysis outlined four main themes as follows: (1) the two-sided nature of the access to digital technology, Learning Management Systems act as a barrier to the educational gap but on the other hand, it stresses the existence of the digital divide; (2) the battle between the promise of technology and the reality of the teaching process; (3) the necessity of helping tools that are responsive to both culture and context; and (4) the influence of Learning Management Systems on the academic community, the issue is whether it will be the case of boosting or bottlenecking. The study not only reveals that the Learning Management System is a promising solution to the learning problems of rural institutions, but it also calls for the tackling of issues that cause the success of these solutions to be dependent on such prevalent factors as unstable connectivity, varying degrees of digital literacy, and the need for more gentle and inclusive instructional design. Thus, the present research contributes to the discussion of digital equity in rural higher education and offers practical insights for educators, administrators, and policymakers seeking to implement Learning Management Systems in meaningful, sustainable, and fair ways.
O. A. Ajani· Australian and international...· 0 citations
Digital technologies have highlighted a new paradigm for the way students are assessed in innovative, efficient and interactive ways. A digital assessment system, such as Google Forms, Kahoot, Quizizz, or Learning Management Systems (LMS), offers some interesting properties that all schools are beginning to use for assessment: instant feedback, self-marked assessment, and data-driven insights. The purpose of this study was to assess the perception of the teachers about digital assessment tools and to find out how it impacts their classroom practices that were located in private secondary schools of Lahore. This study used a qualitative research design paradigm of interpretivist. The data for this study was obtained through semi-structured interview which was a purposive sampling of 15 teachers. The data collected was analyzed using Thematic Analysis approach (Braun and Clarke 2006). The results show that the teachers have mainly positive perceptions about the practice of Digital assessment tools and there are some benefits such as "time savings," "students’ engagement," "immediate feedback," and "productivity when monitoring student progress. It also revealed that digital assessment systems have impacted the way that assessment is done in the classroom changing from traditional assessment to continuous assessment, and that the data from digital assessment systems have affected the teaching and learning methodology for making effective decisions. But some problems were found such as internet connectivity, no devices, technical problems, and academic integrity concerns. In addition, the study identified the need for professional growth and institutional support to become more successful with the successful implementation of digital assessment practices. The results have implications for teachers, leaders and policy makers, and contribute to the literature on technology-based assessment.
Haleema Jamshid, Dr. Almas Shoaib· Journal of Global Social Tra...· 0 citations
Investigations into learning practices have converged to support the notion that digital learning technologies can be beneficial to educational experiences. However, turning a traditional classroom into a technology-integrated learning environment presents many challenges for teachers and other related stakeholders. In this paper, we attempt to systematically investigate the dilemmas from teachers’ perspectives. Adopting a qualitative research design, we invited teachers from fourteen different primary and secondary schools in Hong Kong to hear their perspectives about their challenges when teaching in technology-mediated environments. Based on Windschitl’s framework, the dilemmas gathered from teachers’ interviews can be classified as the conceptual, pedagogical, cultural, and political frames of reference in adopting educational technology. All of these influenced teachers’ willingness to adopt digital learning tools into their teaching. Other implications for educational technology practices are also discussed. All in all, these findings inform scalable Information and Communication Technology solutions and teacher professional development strategies to optimize technology integration. We hope this paper will stimulate further discussion on how to facilitate teachers’ implementation of educational technology, in particular, assisting them to overcome the identified dilemmas.
P. Lam, Hilary K Y Ng· International Journal of Inf...· 0 citations