A Study of Teachers’ Adaptability Towards Digital Education System: An Empirical Study in Higher Education Perspective.

Abstract

The acceleration in the progress of digital technology has brought about a great change in the environment for higher education. This study seeks to examine the adaptability of teachers towards digital education systems, and more specifically, their ability to implement new technologies into their teaching approaches and the overall education system. With digital platforms becoming more and more effective in the process of teaching, it becomes imperative and critical to get insights into how educators adapt and adhere to the new tools. This may be the determining factor of improved teaching efficacy and better student outcomes. Digital education adaptation also involves the assimilation of multidimensional knowledge and attitudes from basic digital literacy to advanced teaching methods which employ digital technologies to enhance learnizng results. Teachers’ capability of using these tools knowledgeably is critical not only in teaching but also in generating interactive and exciting learning experiences that meet the diversity of students. This study aims to determine teacher adaptability to better understand how educational institutions may provide more support to their teachers in the transition to more digital-centric approaches in teaching, and in order to enhance the education system further. A sample of 251 respondents was collected from teachers of private and public schools. The variables that study Teachers’ Adaptability Towards Digital Education System are Technological Proficiency & Innovation, Pedagogical Beliefs, Resource Availability, and Professional Development.