ABSTRACT
This qualitative study aimed to determine the teachers’ experiences in digital integration in the delivery of the lessons as bases for in-service training program. The research method utilized in the study was qualitative using in-depth interview and the design was phenomenology. Findings revealed that teachers’ experiences centered on learners’ participation, effective learning, making some adjustments, and conveniencey of digital tools. However, teachers also encountered several challenges, including lesson preparation, availability of digital tools, technical issues, and digital competence. To address these challenges, teachers employed coping strategies such as alternative instructional resources, adopting outside one’s usual practice, collaboration with colleagues, self-directed learning, and support programs. The results serve as a foundation for developing targeted in-service training programs that support effective digital integration in teaching.
Keywords: Digital Integration, Teachers’ Experiences, Digital Competence, In-Service Training Program
INTRODUCTION
In recent years, the integration of digital tools in classroom instruction has become increasingly essential, particularly as schools respond to the demands of 21st-century learning and the growing reliance on technology-enhanced education. These tools, inclusive of interactive software and educational applications, virtual learning environments and other online tools give the students dynamic and personal learning experiences (Wang et al., 2024).
Simulation, experiments, and visualization of scientific concepts with the use of digital tools and resources can allow students to engage with them and explore concepts more profoundly and engage interest (Olugbade et al., 2024).
Therefore, teachers’ as a facilitator of learning are expected not only to possess content knowledge and pedagogical skills but also to effectively integrate digital technologies to enhance student engagement and learning outcomes.
Digital competency of teacher plays an important role in helping the students engage and succeed in learning. Whenever teachers successfully incorporate digital technologies into their instructional process, they improve the interactive and personalized learning experience, which can increase student motivation and knowledge (Gameil & AlAbdullatif, 2023).
Even with access to advanced digital tools, several studies have shown that while many teachers recognize the value of digital tools in improving instructional delivery, others often encounter challenges that are not immediately visible through measures. Issues such as anxiety toward using technology, fear of technical failure during lessons, limited time for lesson preparation, and insufficient hands-on training affect their willingness and ability to integrate digital tools meaningfully (Green, 2025).
These challenges can hinder the effective use of technology in lessons, resulting in superficial or inconsistent integration. Teachers’ firsthand experiences in navigating these challenges provide valuable insights into existing gaps between policy expectations and classroom realities.
In-service professional development programs that focus on digital instructional integration significantly boost teachers’ confidence and competence in using digital tools in classroom teaching. Teachers trained in technology-enhanced instructional strategies are more likely to adopt and sustain the use of digital resources in their lesson delivery (Amemasor, et al., 2025).
Professional development programs are significant in the attainment of digital transformation in the education sector by equipping teachers with skills and knowledge necessary to cope with the challenges of the digital age. Professional development of teachers does not only enhance their performance but also enables students to learn so that they can accommodate the current developments and the increased application of technology in education (Ahmad, 2025).
Understanding teachers’ experiences in digital integration is therefore essential in designing responsive and sustainable in-service training programs. By examining how teachers use digital tools in lesson delivery, the challenges they face, and the strategies they develop, this study aimed to provide empirical bases for the development of an in-service training program that addresses real classroom needs. Such a program can enhance teachers’ confidence, improve instructional quality, and ultimately contribute to more meaningful and effective learning experiences for students.
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