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Background: It is high time we acknowledged that the IT industry will determine our destiny given its rapid development. The demand to use smartphones and other forms of technology into healthcare is growing in tandem with the population. A great deal has been accomplished because of developments in computer science. This also needs to be a part of our educational practices. It would be incredibly beneficial to use cellphones to improve the learning possibilities for our medical students, since nearly all students and faculty members use them in some form. We need to gauge the faculty's openness to new technologies and their thoughts on smartphones as a teaching tool before we can move forward with formal adoption. Methodology: The faculty members of all the dental colleges in KPK were given a verified questionnaire. The survey was divided into two parts. The first one included data on population composition. The second survey enquired about the faculty's present smartphone use to support their teaching. Results: Our research found that teachers are already making use of smartphones in the classroom (Mean 2.65). Regardless, neither the college nor the university have formally launched using smartphones as a learning device. Conclusions: Our investigation found moderate smartphone adoption among dental faculty in KPK (mean = 2.65/5.0), with significant variations across institutions and departments. While faculty members recognize potential benefits, current usage patterns suggest the need for structured implementation approaches and further infrastructure development. [ABSTRACT FROM AUTHOR]

Introduction: Blended learning, which integrates classroom face-to-face teaching with both asynchronous and synchronous online learning elements, has swiftly gained acceptance in educational environments. However, the implementation of blended learning presents challenges that impact all stakeholders, necessitating thoughtful consideration. Teachers play a central role in shaping the instructional experience among these stakeholders. To fully realize the potential of comprehensive blended learning, it is imperative to identify the challenges faced by these teachers and develop strategies that sensibly address and overcome them. Methodology: A qualitative exploratory study was conducted with twelve teachers involved in the postgraduate blended learning health professions program at Khyber Medical University, Peshawar in 2022. One-on-one semi-structured Interviews were conducted via WhatsApp/ZOOM, transcribed by Otter AI, coded on NVivo & analyzed using Braun/Clarke's Thematic Analysis. Results: Three themes of challenges faced by teachers of postgraduate blended learning programs were constructed namely (1) Skills, such as (i) digital, (ii) instructional, and (iii) online class management, and (2) Administrative barriers in terms of (iv) resources (iv) training, and (3) Faculty resistance. Conclusion: This study provides profound insights into the daunting challenges that postgraduate blended learning program teachers encounter in terms of skills, administrative barriers, and faculty resistance. These findings offer a valuable opportunity for program directors to identify the critical requirements of these faculties in their pursuit of effective teaching and learning, ultimately transforming the landscape of blended education. This study emphasizes the need for ongoing faculty development and institutional support to address the identified challenges and improve the quality of postgraduate blended-learning programs. [ABSTRACT FROM AUTHOR]