Teachers’ Perceptions of Using Digital Pedagogy in Higher Education Classrooms: A Narrative Review

Abstract

In recent years, pedagogical practices in higher education are shifting towards a more learner-centered approach due to the increasing use of information and communication technologies (ICTs). Digital pedagogy has drawn the attention of stakeholders because of its potential to support classroom interaction, participation and learning. This narrative review paper examines 60 Scopus-indexed publications including research articles, books and conference proceedings, and six other relevant peer-reviewed articles published in English between 2012 and 2026. The review focuses on teachers’ perceptions and experiences of using digital technologies in teaching, the challenges they face, and possible ways to overcome these challenges. The publications were searched in the Scopus database and Google Scholar using the keywords: digital pedagogy, ICT integration, higher education, teacher perceptions, experiences, global south, South Asia and Nepal. The findings from the review suggest that digital tools can support interactive and learner-centered teaching, help students comprehend course content and develop critical thinking skills. However, effective use depends not only on the availability of technology but also on teachers’ technological and pedagogical knowledge, self-efficacy, and beliefs. Teachers often face inadequate infrastructure, poor internet connectivity, limited professional development opportunities, and unequal access to digital resources. Addressing these challenges requires institutional support and commitment, context-specific professional development opportunities, and policies that promote equitable access to digital technologies.