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This research aimed to examine the effect of the "Matific" platform on preschool students' academic performance in Mathematics in Al Dhafra Region, United Arab Emirates. It also examined the difference between boys' and girls' academic performance after using the "Matific" platform during mathematics learning. An experimental research design with pre- and posttest was conducted over a four-week period. A convenient sampling technique was used to select twenty preschool students in an intact group (11 girls and 9 boys). Data was collected through the Achievement Test instrument using pretests and posttests. Descriptive statistics and paired samples t-tests were used to evaluate differences in pretest and posttest scores among individuals and groups, with further analysis conducted to examine differences between boys' and girls' performance. Findings suggest that there is significant effect of using the "Matific" platform on students' academic performance in Mathematics. However, no statistically significant differences were observed between the performance of boys and girls in utilizing "Matific."

Public speaking often imposes a nerve-wracking atmosphere in the L2 classrooms. Consequently, an alternative to the anxiety-arousing activity by using advanced technology for pedagogy is urgent. Prior publications reported the use of virtual reality (VR) for training public speaking and alleviating students' public speaking anxiety (PSA). However, no latest review in this area has been published. This present study employed a systematic review to delineate the trends in the latest decade (between 2011 and 2023), synthesizing research outcomes, methodologies, loci, participants, treatment duration, and research focuses. This systematic review was based on inclusion and exclusion criteria. Conceptual and theoretical studies were removed, yielding 16 studies with empirical data to be thoroughly examined. Most studies indicated the effectiveness of VR for teaching public speaking and reducing speech apprehension. Several gaps were disclosed, such as the inconsistency of the research findings regarding whether the short duration of VR exposure resulted in the statistically non-significant effects, the unequal distribution of research loci which were mostly reported from the US, the UK, and Europe, and the major focus on English as L1 instead of L2 public speaking training. The results of this review suggest that more pertinent studies in countries with EFL or L2 learning contexts and longer treatment duration be conducted and reported in the globally renowned English-language journals to verify the effectiveness of VR technology in treating PSA.

The objective of the present study was to gain a deeper understanding of how middle-grade mathematics teachers implement questions in both technology-supported and non-technology-supported classrooms. The investigation demonstrated that in-service mathematics teachers teaching in a technology-supported classroom and in a non-technology-supported classroom employed seven questioning channels: teacher-created static nature of drawings, teacher-created dynamic nature of drawings, student-created nature of drawings, student verbal discourse, a ready-to-use educational animation and textbook definition, analogies, and real-life examples. Commonly, both teachers used student-created static nature of drawings on worked examples, teacher-created static nature of drawings on worked examples, and mathematical procedures or concepts in their questioning, as well as students' verbal discourse. The integration of technology introduced three additional questioning channels in technology-supported classrooms: the teacher-created dynamic nature of drawings, a ready-to-use educational animation and textbook definition, and a real-life example. In conclusion, this study indicates that teacher questions can be influenced by the questioning channels employed, and technology might, to some extent, affect teachers' variety of questioning channels. The results are discussed in the light of related literature.

This study employed qualitative analysis to investigate the technology anxiety experienced by Iranian EFL teachers conducting online classes, taking into account their digital literacy levels. A digital literacy questionnaire was administered to a group of EFL teachers teaching English online at two branches of a language institute in Iran using the virtual classroom software BigBlueButton. Based on the questionnaire responses, 12 teachers were categorized as high (N = 6) and low (N = 6) digital literates. Through semi-structured interviews and reflective journals, the study delved into teachers' anxiety regarding online teaching, identifying three primary types of anxiety: pedagogical anxiety, technological anxiety, and social anxiety. The findings revealed that pedagogical anxiety stemmed from disruptions in teaching and learning processes, technological anxiety arose from challenges such as internet disconnections, and social anxiety related to judgments based on technological proficiency. While effective language instruction was a shared concern among high and low digital literate teachers, their approaches to managing anxiety varied significantly. High digital literate teachers demonstrated greater resilience in addressing online teaching challenges, whereas low digital literate teachers experienced reduced confidence and struggled with virtual classroom management. The study emphasizes the importance of addressing technology-related anxiety among language teachers in online education to enhance teaching efficacy and student outcomes. It suggests integrating digital literacy courses and providing expert support to alleviate teaching and technology-related anxiety and stress among EFL teachers, leading to more effective teaching practices.

This paper analyses university teachers and students' experiences of online learning during the COVID-19 pandemic in Nepal and presents post-pandemic implications. Potential ramifications of the findings in a normal setting were suggested by the analysis of data gathered through semi-structured interviews with participants both during and after the pandemic, as well as through observation of online classes during the period. Findings demonstrate teachers' ability to create online learning, an alternative mode to a physical classroom, during the pandemic while having an inadequate level of ICT understanding. Despite limited access to digital technology and no administrative assistance, teachers and students created an online learning environment. Findings, however, show an increasing digital gap between rural and urban areas. The discontinuation of effective online learning techniques in the post-pandemic circumstances produced by the teachers during the pandemic pointed out the issues of reforming higher education in developing countries such as Nepal.

Teaching has gone beyond mere memorizing of rules and the use of talk and chalk method of teaching. Learning is no longer tied to the four-walls of the classroom hence teachers should adapt to the new digital way of learning. This paper investigated pre-service teachers' perceptions, preparedness and competence in using virtual meeting solutions (Zoom and Google Meet) in non-physical classroom practicum. Three hundred and fifty two preservice teachers selected from the Faculty of Education of a Nigerian University participated in the descriptive research study. A validated close-ended questionnaire and self-rated rating scale were used to gather data from the respondents. The study found out that: i) the respondents perceived the use of Zoom and Google Meet for e-practicum as solutions for teaching and learning in the 21st century; ii) most of the respondents were not adequately prepared for the integration of Zoom and Google Meet into e-teaching practicum; iii) respondents were not pedagogically competent to use Zoom and Google Meet for teaching practicum. This study showed some lapses in TPs' personal development in basic computational skills and teacher digital education programmes. The study suggested solutions that would be useful for concerned stakeholders in digital education industry.

This study explores the function of leadership in supporting faculty professional development for technology integration in educational institutions. Key themes about the role of leadership in fostering successful technology integration were identified through qualitative analysis of semi-structured interviews with 125 participants, including administrators and instructors from 10 educational institutions in Uganda. Establishing the vision and strategic direction, allocating resources and building infrastructure, professional development programs initiative and support mechanisms, recognizing and rewarding technology integration, fostering an innovative and collaborative culture, assessment, and ongoing improvement are some of these themes. The results draw attention to the various roles that leadership plays in fostering an atmosphere that supports technology-enhanced teaching and learning. In addition to providing useful advice for practitioners, policymakers, and educational leaders looking to foster innovation and quality in learning environments, this study advances our understanding of leadership in educational technology.

There are too few teachers and schools to meet the need for quality universal basic education. Therefore, alternative approaches to education provision need to be explored, such as open and distance learning methods and development and provision of curriculum-based Open Educational Resources (OER). However, distribution of printed materials is increasingly costly, and distribution of digital resources remains a challenge in areas with little or no connectivity. This case study explores the potential of using offline strategies to share digital OER. It suggests it is possible to provide access to digital learning resources even in the most remote areas by using appropriate technology, like the Commonwealth of Learning's Aptus device.

Simulation-based learning has the potential to foster a transformative learning culture within the Open and Distance Learning (ODL) environment. This report is based on a research project, integrating a simulation into a digital ODL classroom, conducted in Wawasan Open University, an ODL university in Malaysia. The report highlights how a simulation can be valuable to ODL students as an effective learning tool and by creating an immersive learning experience for the students.

The purposes of research were to comparison of digital technology used for the instructional management during the COVID-19 pandemic during the New Normal period and the endemic COVID-19 during Next Normal period adopted by pre-service teachers; and to develop the landscape of digital technology used for instructional management during the New Normal and the Next Normal periods adopted by pre-service teachers. The participants included 400 pre-service teachers. The research tool was an online questionnaire. The data were analyzed by mean and standard deviation. The results showed the comparison of digital technology for the instructional management in the New Normal and the Next Normal as follows. Regarding the New Normal, the finding were: (a) some websites and applications such as Google Meet, Line, YouTube, and Facebook Messenger were used to communication with students; (b) some websites and applications, namely Google classroom, MS Teams, Moodle, and Thaimooc were used to send and receive student's works; (c) some learning management systems, namely Google classroom, MS Teams, Moodle, and Thaimooc were used; (d) some digital media libraries such as YouTube, Trueplookpanya, DLTV, Satellite Distance Education Foundation, SciMath Knowledge Library, and IPST were used; (e) some online measurement and evaluation tools such as Google Forms, Kahoot, Quizizz, and Microsoft Forms were used and (f) some teaching guidelines and tools, like Video assignment, General Activities, and Attendance be used later. Regarding the Next Normal, the finding were: (a) some websites and applications were used to communicate with students, including Line, Facebook, Messenger, Youtube and Google classroom; (b) some websites and applications like Line, Facebook Messenger, YouTube, and Google classroom were used to send and receive student's assignments; (c) some learning management systems like Google classroom, MS Teams, Moodle, Edmodo, and Thaimooc were also used; (d) some digital media libraries like Google classroom, YouTube, Trueplookpanya, OBEC Content Center -- NEDA, and DLTV (Satellite Distance Education Foundation) were also helpful; (e) some online measurement and evaluation tools like Google Forms, Kahoot, Quizizz, and Microsoft Forms were also used; and (f) some teaching guidelines and tools like Assignment, Announcements and Update, Student Support, and Grade Book will also be used later. The digital technology landscape consists of 6 parts: (1) the websites and applications used for communication with students; (2) the websites and applications provides for students to submit their assignments; (3) the learning management systems; (4) the digital media libraries; (5) the online measurement and evaluation tools; and (6) the teaching guidelines and tools to be used later.

Augmented Reality (AR) has garnered significant attention in the field of education over the last two decades, with data indicating that it improves the effectiveness of teaching and learning in a variety of academic environments. There is, however, the absence of a framework that can guide the institution-wide adoption of AR in distance education. Distance Education (DE) has always been linked to advances in (educational) technology in terms of facilitating the transactional distance between providing institutions and learners, supporting them both synchronously and asynchronously, and providing educators with tools to improve pedagogy and resource utilisation. However, it is unclear why AR has yet to be institutionalised in distance and distributed learning environments. A scoping review was done to identify the enabling conditions for implementing AR in DE, and the results were deductively analysed. While the scoping review results did not reveal any frameworks or models that could guide the implementation of AR, it pointed out several factors to consider when adopting AR in a distance learning environment.

The COVID-19 pandemic significantly affected all sectors, including education--schools were affected by widespread lockdowns, which necessitated the adoption of online learning platforms. Using a mixed-methods research methodology incorporating questionnaires and interviews, researchers in the current study examined the impact of e-learning on high school students' English language learning, particularly their spoken skills, in Kuwait. The researchers studied a sample of 60 participants for the quantitative analysis and 18 students for the qualitative analysis. All were high school students in Kuwait enrolled in English classes. The study's results revealed significant challenges associated with e-learning, including low acceptance rates among students. Most students disagreed that online learning is a perfect learning tool, suggesting that e-learning fails to promote critical thinking skills and facilitate learning. E-learning also affects learners' capabilities to express their feelings and ideas. The interviews showed that e-learning failed to improve the students' English language mastery. Some of the challenges we noted include technical hitches and the inability to deploy teaching strategies used successfully in physical classes. Overall, the results indicate that students disliked online learning in Kuwait. In conclusion, e-learning is a significant opportunity for students to improve their learning, but it must be effectively used to encourage students' uptake. It is necessary to assess schools' preparedness to implement it as well as to design complementary programs and strategies to ensure students gain mastery of the English language.

The objectives of this article were: 1) to investigate the components and indicators of Technology Leadership of Teachers in Public Art Education Management in Nanning; 2) to examine the current conditions, desired conditions, and the necessity for developing Technology Leadership of Teachers in Public Art Education Management in Nanning; and 3) to explore guidelines for fostering Technology Leadership of Teachers in Public Art Education Management in Nanning, Guangxi. The research sample comprised 7 participants. The study was divided into three steps: Step 1 involved examining the components and indicators, with qualified individuals evaluating their suitability. Step 2 entailed investigating the current situation using a multi-stage sampling method, with a sample group of 263 individuals. Step 3 focused on exploring guidelines for developing technology leadership among teachers, utilizing data from 6 individuals. Research tools included questionnaires, interviews, and assessments. Statistical analysis methods such as mean, standard deviation, and the analysis of necessary conditions (PNI modified) were employed for data interpretation. The research findings revealed that: 1) the components and indicators of technology leadership among teachers in educational management comprised 4 components and 40 indicators, namely: Technological vision with 10 indicators, Technological competence with 10 indicators, Technology professional development with 10 indicators, and Technology integration with 10 indicators, rated as highly appropriate overall. 2) The necessary requirements for developing technology leadership among teachers in educational management suggested the need for development across all components. 3) The guidelines for fostering technology leadership among teachers in educational management encompassed a total of 13 development strategies. The assessment of these strategies indicated a high level of appropriateness and feasibility.

The aim of this study is to reveal the bibliometric profile of articles published in the field of science education and technology. In the study, in which descriptive research model was used, bibliometric analysis method was preferred in order to reveal and examine the research trends of scientific publications on science education and technology. In the study, Web of Science Core Collection was preferred as the database and VOSviewer program was preferred as the bibliometric network analysis program. In the Web of Science Core Collection database, 2485 articles were accessed after searching with the keywords "science educat*" and "technology*". As a result of the research, it was determined that the first article in the relevant subject area was published in 1980 and the most articles were published in 2022. The country with the highest number of publications in the related field is the USA. The researcher who published the most in the related field is Franz Xaver Bogner. The most publications were published in the Journal of Science Education. Most frequently used keyword in the related articles is science education. The study is important in terms of revealing the research trend of science education and technology articles.

With the rising demand for virtual learning, districts are establishing virtual schools to offer more flexible education. This study investigates K-12 virtual learner characteristics, examines trends and issues in virtual academies, and outlines opportunities and challenges faced by stakeholders in a southeastern U.S. state. The study used a mixed-method design, combining quantitative survey data and qualitative interviews with virtual academy leaders. Results reveal that virtual learners opt for this mode of schooling due to busy extracurricular schedules, a desire to avoid crowded schools or health concerns. These students include those with special needs and high-achieving individuals. Collaboration between parents and teachers plays a crucial role. Essential factors include reliable internet access, teacher tech proficiency, and diverse curriculum development approaches. However, diverse curricular methods require additional implementation support. Balancing instructional flexibility with accountability poses a significant challenge. Virtual teachers need resources, professional development, and time, especially when transitioning from traditional to digital curriculum. Effective communication and interpersonal interactions are vital. Involving home learning coaches and community partnerships enhances the educational experience. While virtual schools offer flexible and personalized support, they encounter challenges related to resource access, social isolation, and student motivation.

Several studies have been conducted on e-learning acceptance among university students. Most of these studies examined various factors and individual characteristics as predictors of actual use and behavioral intention for e-learning systems. However, latent profile analysis was used in the present study, adopting a person-centered approach. Accordingly, the study's primary purpose was to define LMS acceptance profiles by grouping university students based on gender according to four main UTAUT predictor variables. The secondary purpose was to examine the extent to which LMS acceptance profiles had a relationship with the students' online self-regulation and engagement in online learning environments. The participants in the study were 397 students from a state university in Turkey who continued their distance education. Student Engagements Scale, Online Self-regulation Questionnaire, and Learning Management System Acceptance Scale were used to collect data. The obtained data were analyzed using latent profile analysis. The results obtained in the study revealed that there were three different student profiles: "very low LMS acceptance", "low LMS acceptance", and "high LMS acceptance". According to another result, it was seen that low online self-regulation and engagement had a relationship with a student profile with very low LMS acceptance and that high online self-regulation and engagement had a relationship with a student profile with high LMS acceptance. Based on the findings, various implications were made about increasing students' LMS acceptance.

Overall teacher effectiveness is connected to the teacher's sense of confidence in their personal ability to be effective. An important part of teacher effectiveness is communication and collaboration with parents, and family members of their students. Research has demonstrated the positive impact strong relationships between families and school have on both parties. However, even the most comprehensive teacher preparation programs are limited to the amount of practice they can provide aspiring teachers because parent-teacher conferences are confidential meetings. The key to providing aspiring teachers an opportunity to practice this skill and grow in their confidence and sense of efficacy is through the use of acritical environments and simulations. Providing teacher candidates with artificial environments to practice simulated parent-teacher conferences improves overall teacher candidate's sense of confidence in their ability to conduct these meetings effectively. The use of artificial environments has the potential to have a positive impact on various parts of teacher preparation programs.

Teachers must foster within themselves the idea that technology is a part of civilization that must inevitably go hand in hand with teaching and learning, including assessment. Technology-based assessment should assist teachers in dealing with digital native students who are already aware of their own needs, requiring teachers to integrate differentiated instruction. This qualitative study reported EFL teachers' perceptions and challenges regarding technology-based assessment for learning (AfL) and assessment as learning (AaL) within the differentiated instruction framework. Gathering the data involved conducting structured interviews with 60 EFL teachers hailing from Yogyakarta, Indonesia, and utilizing the grounded theory framework as the analytical foundation. This study used content analysis. The transcribed interview data underwent coding through a systematic step-by-step process. It involved repeatedly reviewing the data to identify common patterns and recurring themes. The findings showed that EFL teachers had different perspectives about technology-based AfL and AaL within English-differentiated instruction. Most EFL teachers could be better at giving feedback after using the AfL process. They need more time to prepare technology-based AfL and AaL for differentiated instruction and group students based on their needs and abilities. Internet connectivity disrupts student engagement. Teachers mainly focus on professional development activities. The study suggests that EFL teachers and trainers should use a technology-based model for AfL and AaL to support differentiated instruction.

The inability to directly communicate mathematical content through various representations of concepts presented a significant challenge after the shift from face-to-face teaching to distance mathematics education in Serbia. Some mathematics teachers attempted to overcome this gap by using a pen tablet during mathematics classes. The aim of this research is to determine the attitudes of upper-grade elementary and high school students about whether the meaningful use of a pen tablet by teachers contributes to the quality of distance mathematics education. The examined sample included 202 students from upper elementary and high school. The research results indicate that students are indeed aware of the benefits of teachers using a pen tablet to achieve learning outcomes. In most specific statements, there are no significant differences in the attitudes of elementary and high school students, as well as differences in attitudes in relation to gender. Specifically, girls, to a greater extent than boys, agree with the statement that the use of a pen tablet helped them better understand the teaching and learning contents, as well as that there are more benefits to using a pen tablet in classes that cover arithmetic (algebra) topics. On the other hand, high school students, to a greater extent than elementary school students, perceive the use of a pen tablet in math classes as more effective and consider it more helpful during learning in mathematics classes.

The present investigation examines the impact of Mobile-Assisted Language Learning (MALL) on the enhancement of EFL learners' idiom learning through "WhatsApp" during the COVID-19 pandemic. Three complete classes with 60 intermediate female learners (20 per class) were selected and randomly assigned into two experimental and one control group in "WhatsApp." Data collection tools included Preliminary English Test (PET) and a researcher-designed idiom test used as pre-and post-tests. In the intervention, the first treatment group included contextualized MALL. In other words, the teachers provided the students with idiomatic expressions in context. The second treatment group included decontextualized MALL, idiomatic expressions merely with their meanings were presented to the students through "WhatsApp." In the control group, the researchers taught the idioms through translation. This procedure lasted for 20 sessions. The findings of a paired-samples t-test and one-way ANOVA indicated that the contextualized MALL group surpassed the rest in both immediate and delayed post-tests. The implications regarding the efficacy of MALL and online teaching in developing EFL learners' idiom learning, and retention are discussed.

This study investigates the reasons behind pre-service and in-service teachers' decisions to use digital literacy tools in their teaching following the COVID-19 pandemic. The objective is to understand the factors influencing their choices and to identify areas where support and training are needed. Semi-structured interviews were conducted with eight teachers from a university demonstration school in Thailand, evenly divided between pre-service and in-service teachers. The Technology Acceptance Model (TAM) framework guided the creation and adaptation of the interview questions. The findings indicate that pre-service teachers prefer digital tools that are easy to use, accessible, and affordable, with features such as templates, multimedia, and engaging functionalities. In contrast, in-service teachers prioritize familiar tools that save time and enhance the quality of teaching materials. Both groups value tools that facilitate collaboration and ensure privacy. The study highlights the significant generational differences in technology adoption, with younger teachers showing a greater inclination towards exploring a variety of digital tools, while more experienced teachers tending to stick with familiar technologies due to time constraints and comfort levels. These insights underscore the necessity for ongoing, tailored professional development programs that address the specific needs of both pre-service and in-service teachers. Such programs should focus on enhancing digital literacy, providing practical examples of new tools' benefits, and fostering a supportive community for technology integration. By understanding these differences, educational institutions can better support teachers in integrating digital literacy tools effectively, thereby improving teaching practices and professional development opportunities. The implications of this study suggest that a one-size-fits-all approach to technology training may not be effective, and differentiated support is essential to cater to the diverse needs of educators.

The rapid development of information technologies in the century we live in has caused significant changes in the field of education. Today, in the information age, traditional reading models with printed materials such as books, newspapers, and magazines have been replaced by reading computers, mobile phones, presentations, and billboards. Thus, information is conveyed to students at all levels through tools such as computers, the Internet, CDs, videos, and printed materials during the education process. It has become necessary to understand the importance of this type of reading, screen reading, in the process of native language teaching and to use it effectively in practice. In this study, it was aimed to examine the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates in terms of variables such as age, gender, income level, frequency of internet use, etc. The sample group of this study in the survey model consists of 379 Turkish Language and Literature and Turkish Language Teacher candidates studying at a university in the east of Turkey. The research data was collected with the screen reading self-efficacy perception scale (Ulu, 2018), which has three subcategories: understanding, page management, and eye health dimension. As a result of the research, it is seen that the Screen Reading Self-Efficacy Perceptions of Turkish Language and Literature and Turkish Teacher Candidates are generally in favor of screen reading. Additionally, as a result of the research, it was concluded that Turkish Language and Literature and Turkish Language Teacher candidates' gender and basic computer skills differ in their screen reading perceptions.

This study examines students' attitudes toward the Learning Management System (hereafter LMS) CANVAS in the Virtual Learning Environment (henceforth VLE). This study used mixed methods in nature, which used a survey to collect data on the attitudes of 118 EFL students who enrolled in the Technology Enhanced Language Learning (hereafter TELL) course. Researchers gathered data through a questionnaire and semi-structured interviews to assess students' attitudes using the Technology Acceptance Model (TAM). The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. The survey results were analyzed using descriptive statistics to investigate the quantitative data, while thematic analysis was used to study the qualitative data obtained from interviews. Based on the research findings, the TAM framework identifies two main categories: Perceived Usefulness and Perceived Ease of Use. The Perceive Usefulness category comprises four categories: CANVAS Engagement Time, CANVAS Enhances Interaction, Learning Efficacy, and Effective Communication, CANVAS Enhances Language Learning, and CANVAS Boosting Students' Confidence and Motivation in a Fun Way. In addition, the Perceive Ease of Use category comprises three categories: CANVAS Usability in Mobile Learning Environments, CANVAS User-Friendly Design, and CANVAS Seamless Navigation and Accessibility.

This article focuses on the use made by Finnish vocational upper secondary students, including their opinions, with regard to the voluntary-based aspects and activities of a compulsory mathematics online course. In particular, the study investigated whether the vocational field affects students' views and actions. There were altogether 313 students from six vocational fields participating in this study, but the number of students who responded to the feedback questionnaires related to the different opportunities and activities varied. Of the opportunities offered, the repetition opportunity was the most used and the most useful from the students' point of view. Almost 90% of the respondents ended up, either voluntarily or under guidance, taking advantage of the repetition option. The education video was watched by almost 60% of the students responding to the questions related to the video. Students had a positive attitude towards the effects used in the educational video, the length of the video, and the level of explanation of theory. Approximately half of the respondents who were offered an additional practice opportunity took advantage of this, and the opportunity was seen as quite useful. There were only minor, if any, statistically significant differences between the vocational fields regarding the use of the opportunities offered and the opinions related to them. This research will assist in developing online teaching of mathematics at vocational upper secondary level and will also offer guidelines for the development of online education more generally.

This study examines the relationship between student engagement with digital resources and final module grade in a particular mathematics module delivered online in an Irish technological university. Measures of student engagement with the module are defined and calculated using data from virtual learning environment. These measures are analyzed to provide a description of students' online study habits. We make an initial distinction between resources provided by the lecturer that are "lecture-based" or "exam-focused." We further categorize student engagement with these resources as "active" or "passive" and consider these measures of student engagement in an online context. With these categories and measures in mind, we then examine the correlation between student engagement and final module grade using a multivariable linear regression model.

Objectives: The present study describes the utilization frequency and competencies of educational technologies among academics at a university in Turkey during the COVID-19 pandemic. Methods: Participants were 391 faculty members and lecturers working in the faculties and vocational schools of a Turkish university during the 2020-2021 academic year. A survey included questions regarding the use of educational technologies and perceived competency in the use of those technologies. Results: Academics are more familiar with distance education than hybrid or blended learning. Academics reported that blended learning, hybrid learning, and distance education provide more effective education on integrating technology but report that they mostly prefer face-to-face teaching after the COVID-19 pandemic. The top three self-reported competencies are MS Office, the university academic information system, and meeting and course management tools. More information is needed about educational technology approaches and various applications such as augmented reality, simulations, assessments, and video tools. Conclusion: Faculty use of digital tools is limited, they experience significant deficiencies in using various digital tools and systems, and they are less competent in applying these tools. Academics still consider traditional face-to-face teaching as the primary choice if they are free to make decisions in the context of education and training. Thus, there is a need for professional development focused on pedagogical educational technology approaches, models, and methodologies. Implications: Various factors such as the course type, subject matter, education level, technical infrastructure, and technological and methodological support should be evaluated within the context of digitizing universities.

This study investigates the factors influencing the adoption of Generative-AI tools amongst Thai university students, employing the Technology Acceptance Model (TAM) as a theoretical framework. Data from 911 higher education students from 10 different Thai Universities Health Sciences, Sciences and Technology, Social Sciences and Humanities, and Vocational Fields were analysed via Structural Equation Modelling (SEM). The instrument used in collecting the data was a questionnaire. Results indicated that Expected Benefits, Perceived Usefulness, Attitude Toward Technology, and Behavioural Intention all significantly impacted student adoption of Generative AI. Intriguingly, Perceived Ease of Use was negatively correlated with Perceived Usefulness, challenging conventional TAM assumptions. This study underscores the need to address language barriers, foster a culture of innovation, and establish ethical guidelines to promote responsible AI use within education. Despite inherent limitations, this research contributes to our understanding of AI adoption in educational settings and helps inform strategies for equitable access and responsible innovation. The result demonstrated that the easier a tool was to use, the less value leaners seemed to see in it for their learning process. It can be implied that as Generative AI get more intuitive, learners think they're less helpful. These finding challenges a few of those assumptions we usually make within the TAM model. It also points out the characteristic of learners which affects their learning preferences and expectation. Another finding showed the impact of language barrier on non-native English speaker that obstruct the user experience in AI services. Moreover, the role of universities in fostering both AI integration for learning for and the ethical implementation of Generative AI. By providing a supportive environment that encourages AI experimentation, redesign learning, empowering learners and faculty instructors to investigate how Generative AI can be applied across disciplines, and developing guidelines for ethical use, universities play a critical role in shaping the effective and responsible integration of AI into the next educational landscape.

Personalized learning, a pedagogical approach tailored to individual needs and capacities, has garnered considerable attention in the era of artificial intelligence (AI) and the fourth industrial revolution. This systematic literature review aims to identify key drivers of personalized learning and critically assess the role of AI in reinforcing these drivers. Following PRISMA guidelines, a thorough search was conducted across major peer-reviewed journal databases, resulting in the inclusion of 102 relevant studies published between 2013 and 2022. A combination of qualitative and quantitative analyses, employing categorization and frequency analysis techniques, was performed to discern patterns and insights from the literature. The findings of this review highlight several critical drivers that contribute to the effectiveness of personalized learning, both from a broad view of education and in the specific context of e-learning. Firstly, recognizing and accounting for individual student characteristics is foundational to tailoring educational experiences. Secondly, personalizing content delivery and instructional methods ensures that learning materials resonate with learners' preferences and aptitudes. Thirdly, customizing assessment and feedback mechanisms enables educators to provide timely and relevant guidance to learners. Additionally, tailoring user interfaces and learning environments fosters engagement and accessibility, catering to diverse learning styles and needs. Moreover, the integration of AI presents significant opportunities to enhance personalized learning. AI-driven solutions offer capabilities such as automated learner profiling, adaptive content recommendation, real-time assessment, and the development of intelligent user interfaces, thereby augmenting the personalization of learning experiences. However, the successful adoption of AI in personalized learning requires addressing various challenges, including the need to develop educators' competencies, refine theoretical frameworks, and navigate ethical considerations surrounding data privacy and bias. By providing a comprehensive understanding of the drivers and implications of AI-driven personalized learning, this review offers valuable insights for educators, researchers, and policymakers in the Education 4.0 era. Leveraging the transformative potential of AI while upholding robust pedagogical principles, personalized learning holds the promise of unlocking tailored educational experiences that maximize individual potential and relevance in the digital economy.

Emerging technologies are transforming educational practices, but successful integration requires improving the quality and efficiency of learning. New technology emerges in hype cycles but adoption and performance lag over time. A strategy development framework is needed for decision-makers to understand the complex interaction of all the factors to consider when making new technology investments. The research explores how strategy development occurs through the dynamic interaction of strategy with learning, and technology integration. It analyses the key elements of a strategy map for learning with technology and how they influence each other within the overall strategy map. The research design integrated the different cycles of Design Science Research (DSR) with a modified Delphi Technique in two phases of research. During the first research phase, Delphi panel members were interviewed to understand current challenges and practices in learning with technology. The results of the literature review and thematic data analysis from the interviews were used to create a hypothetical strategy map and a strategy development framework, as an artefact, as part of the DSR process. This framework was shared with Delphi members in the second phase of research, and they were requested to evaluate the framework for its fit and utility in similar contexts of learning with technology. The feedback contributed to the refinement of the artefact and highlighted the key operational focus areas for learning with technology. The key operational focus areas identified were the need to increase the basic technology literacy of students and educators, continuous professional development in terms of online pedagogy, and the need for principles in terms of multimedia design. Other focus areas were an online design blueprint and an improvement in learning and teaching experiences through efficiencies and productivity of ed-tech technologies. This study contributes a strategy development framework for educational technology which enhances theories around the analytical and conceptual processes when planning and implementing new emerging technologies in learning. Analytical processes include external and internal analysis and a SWOT analysis of aspects related to learning with technology. Other key outcomes of the study include a hypothetical strategy map for learning with technology which aligns business objectives to a financial, customer, internal business process and learning and growth perspective.

This research examines the effects of technostress on educators' productivity within Jordan's higher education sector, highlighting gender differences. Technostress, characterized by techno-overload, techno-invasion, techno-complexity, techno-insecurity, and techno-uncertainty, adversely affects productivity. The study gathered data from 500 educators through a structured online survey, achieving a 73% response rate. Analysis revealed that technostress generally decreases productivity, with a more pronounced negative impact on male educators than females. The findings underscore the necessity for targeted interventions to mitigate technostress, particularly among male educators. Strategies recommended include training programs, policy adjustments, and organizational support to enhance the digital teaching environment. This study contributes to the understanding of technostress in Jordanian educational settings. It offers practical recommendations for enhancing e-learning practices and improving the overall educational experience and productivity in Jordan's higher education sector.

The importance of skills for vocational high school graduates in entering the workforce, facing competition, and increasing productivity, in accordance with the current industry needs, cannot be overstated. E-learning has become one of the platforms that vocational high schools can utilize to assist students in acquiring the necessary skills such as literacy, communication, collaboration and critical thinking as needed in the 21st century. However, the issue lies in determining the type of e-learning that can enhance students' learning outcomes and skills. This paper aims to present an analysis and description of the implementation of different types of e-learning in vocational high school education. The research adopts a systematic literature review approach, incorporating research questions: i) what types of e-learning are being used? ii) what are the impacts of implementing e-learning in vocational high schools? and iii) what competencies can be enhanced through the implementation of e-learning. The subject of this research is articles that have been published in Scopus and Google Scholar-indexed journals. The article selection technique employed the PRISMA method, which successfully obtained 35 articles out of the 2,093 articles. The review results indicate that there are many variations in the utilization of e-learning formats in schools. Digital learning media is one type of e-learning that is often used by teachers, although there are many other types such as e-modules, Learning Management System, multimedia, and others. In addition, the research findings showed that through e-learning, many 21st-century skills, such as literacy and critical thinking abilities can be improved. The findings further showed that e-learning contributes to the improvement of learning outcomes in psychomotor and cognitive aspects. These research findings are expected to serve as a basis for vocational school teachers to confidently utilize e-learning in their teaching activities.

Technology in language instruction has become a new norm due to its effectiveness, and one example is the Teams-Games-Tournaments (TGT) method. The purpose of this study is to measure students' achievement in English language classes by using technology-infused TGT and ask the students to evaluate their learning experience with this method. This research involved 30 students as the control group and 30 students as the experimental group from two sections of the same general English course at a Thailand university. Pre- and post-tests of the control and the experimental group were conducted to assess the success of the method. At the end of the term, a questionnaire consisting of closed and open-ended questions was used to record the students' perceptions. The findings showed that the experimental group's scores were higher suggesting the success of the method in improving students' achievement. The experimental group's perceptions as expressed in the questionnaire under cooperation, motivation, achievement, and satisfaction were highly positive as students gave, on average, ratings of more than 4.0 to all categories. The implication of these findings was the effective application of this method in English classes.

The COVID-19 pandemic has significantly impacted traditional design education, forcing educators to adopt digital classrooms for architectural design instruction, which has led to various challenges and suboptimal student performance. This research explores effective online design teaching methods, particularly across different design modules (IVI), using a synthesis and literature review methodology. It investigates three domains: pandemic teaching challenges, traditional design education, and suitable pandemic teaching methods. The study triangulates teaching during the pandemic, conventional techniques, and elements from content focus (CF) and support open learning (SL) methods to create a hybrid pedagogy. The proposed blended approach combines traditional design education with virtual instruction, offering guidelines for educators to structure academic activities and integrate effective online teaching strategies. The findings provide valuable insights for design instructors and educational institutions adapting to digital classrooms during the pandemic and beyond.

This study investigated the efficacy of two distinct virtual training platforms, TeachLivE™ and Zoom with actors, in preparing preservice practitioners for behavior management in real-world settings. This exploratory study aimed to investigate individual participant skill acquisition and assess which platform better equipped participants with the necessary skills and strategies. This study employed Behavior Skills Training as the foundational pedagogical framework, utilizing structured training and feedback to foster skill acquisition and retention. The two groups, one using TeachLivE™ and the other Zoom with actors, received identical training modules and practice scenarios. After the training, participants were assessed on their ability to apply behavior management strategies in simulated scenarios closely mirroring authentic classroom settings. Results from the study revealed an observable difference in the percent correct performance between the two groups. The TeachLivE™ group exhibited a higher level of success in applying behavior management strategies compared to the Zoom with actors group. This outcome suggests that the immersive nature of TeachLivE™, with its lifelike avatars and interactive virtual classrooms, provided a more effective training environment for preservice practitioners in behavior management.

The article traces aspects of the existing training of foreign language teachers in the pedagogical use of digital technologies in foreign language teaching. Specifically, it reflects the views of teachers who teach foreign languages in secondary education in Greece on the content, objectives and methodology of training programs concerning the utilization and application of digital technologies in teaching practice. Semi-structured in-depth interviews were implemented as the research tool to gather teachers' perspectives. The findings of the research were fed by a sample of 15 foreign language teachers (regular and contractual) selected by the method of "simple" random sampling and who were serving in the Secondary Education of the prefecture of Thessaloniki between October 20-20 November 2023. The findings show that, on the one hand, foreign language contractual teachers have not been trained in the integration of digital media in teaching, and on the other hand, although a large percentage of regular foreign language teachers have been trained in the application of digital technologies in teaching practice and express satisfaction with the training programs, they do not feel secure and often hesitate to integrate digital material into their lessons. Deterring factors include lack of teaching time, classroom management, technical support, concerns about the security of personal data, and entrenched teaching beliefs associated with the traditional model of foreign language learning. They seek systematic training that links theoretical knowledge with its application in real-life foreign language classroom situations, support and updating of their knowledge. In summary, according to the findings of the research, training programs for the use and pedagogical use of digital media in foreign language teaching should be open to all teachers (permanent and contractual), providing practices for immediate implementation, provide teaching examples and scenarios to foster digital culture and digital literacy, alongside the development of language and communication skills, which are the basis for teaching a living foreign language.

Educational robotics (ER) is a constructivist approach to education that promotes experiential learning through actual activities for teaching and learning science, technology, engineering, and mathematics (STEM) subjects. Empirical findings have indicated that primary school students have limited interest in learning mathematics due to the inability to rationalize real-world applications without practical application. Therefore, this study aims to determine the implications of using ER to evaluate their effect on primary school students' mathematics learning achievement, interest, and attitude. A total of 40 respondents from year five participated in this quasi-experimental study that explored the difference between using ER and PowerPoint hands-on methods as instructional approaches to complement teaching and learning. The findings indicated that ER improved mathematics learning achievement and perceived interest with a high effect size, and students also indicated a positive attitude toward using ER to aid in learning mathematics.

Globalization and the call for global citizenship education have enabled virtual exchange to prepare healthcare students as emerging healthcare professionals for working in an increasingly interconnected and diverse world. Integrating virtual exchange opportunities into undergraduate curricula in higher education equips students with the knowledge, skills, and attributes needed to be responsive to global healthcare challenges. This study reports on the perceptions of undergraduate healthcare students from geographically distant locations on how (if any) participating in an international virtual exchange project fostered their intercultural competence. Anchored in social constructivism and adopting a qualitative methodology, data was collected using an online, open-ended reflective questionnaire. Findings from the thematic analysis highlight that integrating virtual exchange into curriculum design can foster intercultural competence, preparing healthcare students as emerging professionals for the world of work that necessitates an appreciation for diverse ways of knowing, being, and doing to ensure optimal healthcare.

The aim of this study is to examine the variables that influence the learners' intention of using online learning platforms and usage behavior continuity to evaluate relationships between variables with a model proposal and to determine the predictive power of the model. Accordingly, a sustained technology acceptance model (STAM) was developed to identify the factors that influence learners' intention and usage behavior of online learning. The sample of this study consisted of learners registered in the Anadolu University Open Education System. As a result of the factor analyses, a 42-item measurement tool consisting of eleven factors was developed. Structural equation modeling revealed that the eleven-structured model explained 49.8% of perceived usefulness, 30.3% of perceived ease of use, 39.4% of usage intention, and 52.4% of usage behavior continuity, and all 12 proposed hypotheses were supported. The analysis to determine the predictive power of the model revealed that it has a strong predictive power. The developed model is believed to be efficient in determining learners' expectations, supporting their adaptation to the online learning environment, and ensuring their continued usage.

Although it is a highly developed industrial country and generally known as technologically savvy, Germany lags internationally in digital transformation. Moreover, Germany's progress in Higher Education (HE) is uneven since 16 federal states have responsibility for education, including Higher Education. The pandemic has reinforced the importance as much as accelerated the transition to digitalization in HE. Although HE leaders see digitalization as important for research, service, and management, they emphasize that digital transformation has meaning for teaching and learning. The new digitally-based formats of teaching and learning--for example "blended learning" and so-called "inverted classroom" formats--benefit students most as they motivate and engage them more than does traditional classroom-based education. As Germany is a member of the European Union (EU) and a signatory of the Bologna Process, European policies, programs, guidelines, and agreements also affect Germany's digital transformation.

This article presents a review of the current state and the potential of digitalization of Vietnam's higher education and makes recommendations in support of the digitalization process. It is mainly based on public documents. The paper discusses the extent of institutional digital transformation, its challenges, and opportunities in two contexts: (1) before the outbreak of COVID-19 when the process of digitalization of most universities was just beginning and varied in level, and (2) after the outbreak of COVID-19, when digitalization occurred rapidly. The review addresses digitalization in line with the National Digital Transformation Program with a vision for 2030, which has three targets: (1) to develop the platform to support distance learning and teaching and thoroughly apply digital technologies to management, teaching, and learning; (2) the development of digitalized learning materials, and (3) the creation of a data warehouse for sharing teaching and learning resources.

This article examines the current thrust to digitalize higher education in Zimbabwe as the country strives to attain its vision to become an upper middle-income economy by 2030. In this regard, Innovation and Industrialisation have been added as missions of special emphasis at all education levels. This entailed that Higher Education Institutions (HEIs) adopt the Education 5.0 model and accelerate digitalisation of their operations and curricula. Further impetus of the digitalisation drive emerged from the responses to the COVID-19, such as lockdowns and travel restrictions. This article examines the policy framework that was put in place to digitalise curricula and operation systems in HEIs. A desk review of literature was conducted to examine efforts underway to embrace digitalisation as a new feature and future of higher education. The study established that the majority of institutions have tended to adopt externally developed digitilisation models without adequately adapting them to local circumstances. The study recommends the need for distinct digitalisation policies at both Ministry and HEIs levels, to guide and prepare for the 'disruptive' effects of digitalisation.

With the onslaught of the COVID-19 pandemic, Japanese higher education (HE) began the process of full digitalization in the academic year 2020. Considering that Japanese HE was previously dominated by face-to-face learning, the efforts of the stakeholders to implement digitalization deserve praise. However, digitalization has shown varying degrees of progress, both in terms of the type of education as well as between and within organizations. This study investigates the status of HE digitalization in Japan focusing on central government policy measures, the teaching and learning by faculties and students who are the traditional bearers of education, and the concept of lifelong learning and continuing education, which is exponentially attracting attention as a new area of study. This research also examines how those involved can use digitalization to improve HE and the goals and challenges of the transformation. Although the measures against the impact of the pandemic on the education sector greatly improved the digitalization of education in universities, other essential issues for educational reform became apparent. To take full advantage of the benefits of digitalization, it is necessary to reexamine the factors that hinder it, such as the changes in awareness among stakeholders, and take immediate measures to address them. In this context, dialogue is extremely important. The stakeholders should discuss how digitalization can enhance the value of university education.

This paper examines the digitalization of higher education in Ethiopia. It mainly focuses on better understanding the policies, practices, and challenges of digitalization of higher education in the country. The necessary data were mainly generated from continental, national, and institutional policy and strategy documents. Publicly available transnational and national reports and other documents and the author's views and lived experiences were also used to substantiate data generated through policy review. The data were analyzed using deductive thematic analysis. The themes were mainly developed based on prior research and existing literature. The findings indicate that there are sufficient and feasible policies and strategies to promote and ensure the digitalization of higher education in Ethiopia. The findings also reveal that there are initiatives that promote the practice of digitalization of higher education. However, poor internet connection, lack of adequate ICT infrastructure, lack of skilled human resources, and staff resistance to change were found to be the major barriers to enhancing the digitalization of higher education in Ethiopian higher education. The results imply that having feasible policies and strategies is a necessary but insufficient condition to ensure effective implementation of digitalization of higher education. It necessitates the government's commitment as well as a shift in focus from the expansion of HEIs, which was the case in the last two decades, to ensuring the quality and relevance of HEIs through digital transformation.

This study aimed to explore the undergraduates' attitudes and perceptions towards the use of synchronous zoom classroom for learning, and the effect of individual differences on the perceptions of zoom learning. Data were collected via online structured questionnaire from a total of 379 undergraduate students, who utilized a hybrid mode for learning, at purposively selected two state universities. The findings explored that undergraduates did not overwhelmingly support or oppose the utilization of zoom platform for learning. Multi-group analysis revealed that: male undergraduates were more receptive to use zoom classroom for learning, and perceived more beneficial aspects associated with zoom classroom compared to female undergraduates; further, undergraduates in the final academic year had the preference for zoom learning whereas those in the first academic year did not show a definite inclination either in favour or against the use of zoom for learning; moreover, significant differences were observed over the preferences on learning through both zoom and face-to-face regarding theoretical and mathematical subjects where learning of theoretical subject was supported by zoom and learning of mathematical subject were not showed a definite inclination either in favour or against the use of zoom. These findings clearly demonstrate that there is a possibility to take forward the teaching and learning through a hybrid mode which integrates both online mode and traditional face-to-face mode. This research provides insights for educational policy makers and university administrators to incorporate a hybrid learning mode for effective learning and solution for the highly demanded physical infrastructure facilities in the universities.

This article analyzes how information and communication technology (ICT) has changed higher education in Mexico. While ICT has modified operations and working conditions in almost all sectors of the economy, its impact on higher education remained limited until 2019. In 2020, however, the COVID-19 pandemic led to its rapid adoption in most higher education institutions. Our analysis looks at this phenomenon from three perspectives. Using an educational perspective, we analyze how universities use ICT for teaching and learning. Before 2020, few students and teachers had embraced these technologies. Relying on organizational theory, we analyzed how the structures and rules of the game changed when institutions adapt to outside demands. In this field, research on the effects of ICT in various institutions shows that organizations can become more efficient, competitive and provide better client services. However, there is little research on whether ICT has caused an organizational change in higher education. Lastly, we use an academic capitalism perspective to ascertain how higher education institutions are knowledge-producing organizations, and how incorporating ICT can change the mode of production from a pre-capitalist to a capitalist one. This allowed us to look at how change affects who owns, manages, commercializes, and profits from knowledge. Considering changes from these perspectives, we conclude that digitalization favors ICT providers, but this however hardly benefits academic staff. At the same time, the national government is unconvinced of online teaching and has cut the budget during the pandemic. As a result, Mexican higher education will probably de-digitalize and return to traditional forms of instruction.

As technology integration advances, higher education institutions (HEIs) are experiencing varying degrees of digitalization of their systems, processes and services. This qualitative study explores the status of technology integration and the digital infrastructure of five higher education institutions within the Caribbean. It seeks to answer three questions: i) what is the level of digitization in the institutions' systems? ii) what is the status of technology integration in the teaching-learning processes in the institutions? iii) what types of digital infrastructures are in place to support the institutional functions? The analysis of the data reveals advances in the digitalization of a number of areas including communication processes, administrative processes, the student life cycle processes and in teaching and learning. This study provides important insights into the evolving landscape of digitalization of higher education within the Caribbean, and should serve to inform policy and practice in this important area.

Preservice teachers often need help applying classroom management theories to real-world situations due to their abstract nature. Using a case-based instruction strategy for teaching classroom management topics is a common practice to introduce preservice teachers to the contextual complexity of classrooms. This study investigates and compares the effectiveness of two case-based teaching strategies: face-to-face discussion versus a gamified online case-solving platform. Gamification is an instructional approach incorporating game design elements to enhance learners' motivation and engagement in educational environments. It is aimed at increasing students' interest and involvement in learning activities. The study showed that the gamified online case-solving platform group scored higher on the pre-test, post-test, and student perception surveys. The study examines and discusses the possible reasons for the new method's success and provides potential implications.

The main purpose of the research is to determine teachers' views on the use of digital games in science education. In accordance with this purpose, the research was carried out with the phenomenology method which one of the qualitative research methods, was conducted with eight volunteer science teachers working in different public schools within the 2022-2023 academic year. The participants of the study were selected via the criterion sampling method, which is one of the purposeful sampling methods. A semi-structured interview form was used as a data collection tool in the research. The data collected taking this interview form into consideration was analyzed using the content analysis method. Through the interviews was concluded that digital games are a tool that helps students focus on their attention and learn permanently. Besides, teachers stated that digital games measure science achievements at the sub-cognitive level (knowledge and comprehension) of Bloom's taxonomy. Based on this, digital games ought to be designed to measure the meta-cognitive level of Bloom's taxonomy.

The growing impact and importance of artificial intelligence in society has led to an increasing interest for the potential of artificial intelligence as an educational tool in schools to aid both students and teachers. In this study we investigate digitally skilled K-12 mathematics teachers' (N=85) attitudes towards and expectations on the role of artificial intelligence in the classroom. The study was done by conducting and analyzing the results of a web-based survey among Swedish and Finnish speaking mathematics teachers using a mixed methods strategy. The Will, Skill and Tool framework was used for the analysis. The survey was done before the introduction of ChatGPT-3. The results indicate that the teachers' attitudes toward AI tools in school are characterized by interest, openness, and awareness. Teachers have a balanced view on the possibilities and risks of AI use in school. However, the teachers also stress that there is a risk that AI tools will shift the focus from learning key mathematical skills towards learning and interaction with the AI tools themselves. The research concluded that the K-12 mathematics teachers surveyed have broad experience with digital tools and will likely become early adopters of AI tools in the classroom.

This study examines how information and communication technology (ICT) impacts the schooling environment within the primary sector in South Africa's Eastern Cape Province's Amathole East District. ICT adoption in education can fully modify the ways that instruction and learning are given to students, but it also comes with obstacles, especially in the rural primary schools in the Amathole East District. This research intends to shed light on the current ICT status adoption of Amathole East District's primary schools. Three primary schools were chosen, and three research participants from each school were chosen using the purposive sample technique. Data were gathered through focus groups and in-person interviews. The acquired data were analyzed and presented using a thematic approach. It was revealed as the findings that while teachers were willing to embrace ICTs into teaching and learning and had a good attitude toward technology adoption, they needed the necessary ICT competencies. Furthermore, several challenges and barriers were identified, and these included inadequate ICT infrastructure, a shortage of teacher training in technology integration and a lack of access to ICT tools. The study concludes that teacher training programs be expanded, invest in infrastructure development, and develop a comprehensive ICT policy framework. Taking the research's findings into account, the research offers practical recommendations in enhancing ICT adoption, investing in infrastructure development, expanding teacher development opportunities, to formulating a comprehensive ICT strategy framework so that schools are ready to run virtually in the event of another pandemic related to COVID-19.