The technical–pedagogical support framework for virtual learning environment adoption among digital immigrant teachers: A multiple case study

Abstract

The rapid shift to digitally mediated instruction during the COVID-19 pandemic heightened the need for effective teacher adaptation, particularly among educators with limited prior exposure to educational technologies. This study explored the experiences of such educators as they navigated the transition to online teaching in higher education. It examined how technical and pedagogical support mechanisms influenced their adaptation and sustained engagement in digital instruction. A qualitative multiple case study design was employed to capture in-depth and context-sensitive accounts across diverse instructional settings. Data were gathered through semi-structured interviews and online classroom observations involving eight educators from a public university in the Philippines. The data were analyzed using Braun and Clarke’s thematic analysis framework to identify recurring patterns and underlying conditions shaping digital teaching practices. Findings revealed three interrelated factors influencing successful adaptation: self-leadership, responsive infrastructure, and organizational commitment. Self-leadership reflected teachers’ initiative, resilience, and capacity for self-directed learning in overcoming technological challenges. Responsive infrastructure referred to the availability of reliable platforms, stable connectivity, and accessible technical assistance that supported instructional continuity. Organizational commitment emphasized sustained institutional support through professional development, mentoring, and collaborative learning opportunities that enhanced confidence and pedagogical competence.Based on these findings, the study proposes a Technical–Pedagogical Support Framework that explains how personal agency, technological responsiveness, and institutional support interact to sustain digital teaching practices. The framework provides an empirically grounded guide for higher education institutions in designing coordinated support systems that strengthen teachers’ capacity to adapt to evolving digital learning environments.