Revolutionizing pedagogy: navigating the integration of technology in higher education for teacher learning and performance enhancement

Abstract

Recent studies have shown numerous models and theories of technology integration among teachers, apart from which, this study intended to take a step forward on how this technology integration has enhanced further in developing teaching practices in the form of teacher learning, pedagogical strategies, teacher performance, and student engagement. The challenge lies in inculcating innovative teaching methods to align with students’ tech-savvy preferences, emphasizing the importance of educators to embrace the technology. This research also explored the role of institutional support in enhancing the outcome variables. The research strategy of this study relies on the quantitative method but also qualitative aspects have been considered to construct the model and hypothesis. The data in the present study has been collected using the structured questionnaire, where 700 samples were collected from faculties working in Higher Educational Institutions in Karnataka, India using stratified and convenient sampling. Moreover, to satisfy the objectives, mediation and moderation analysis has been conducted with SPSS and AMOS. The results revealed that technology integration is significant in Teacher Learning and their pedagogical strategies. Moreover, the influence of technology integration on teacher performance and student engagement is significantly high with the mediation of teacher learning and pedagogical strategies. Interestingly study also proved that higher institutional support contributes to higher teacher performance and students’ engagement through technology integration. This result recommends teachers to incorporate various pedagogical strategies through the use of technology. Overall present study encourages institutional support in putting forth technological development in educational settings for a dynamic e-future.

Keywords:

• Technology integration
• teacher learning
• pedagogical strategies
• teacher performance
• student engagement
• institutional support

REVIEWING EDITOR:

• Stephen Darwin, Universidad Alberto Hurtado, Chile

SUBJECTS:

• Education
• Student Affair Practice & Higher Education Administration
• Higher Education

Acknowledgment

The Authors would like to thank the research council at Kingdom University, Bahrain for financial support for this publication.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work was supported by the Kingdom University (2023-63).