The language digiclash: Digital immigrants teaching digital natives in the Philippine context
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Jan 20, 2026
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Jake C. Malon
Ma. Faith O. Malon
Rochel Alvero Ranes
Roullette Cordevilla
Nova Ness Fabrienne Carin
Abstract
In education, the digital competence gap between the digital natives who learn technology use from early years and those digital immigrants who learn technology at a later stage has had a profound effect on the way teaching and learning is conducted. This phenomenology research examined the experiences of novice and experienced Filipino and English teachers referred as digital immigrants in using information and communication technology (ICT) tools in the virtual learning environment. The participants of this qualitative descriptive study were purposefully selected participants from a local school district in Bohol and a state university in Candijay, which is situated in the central Visayas, Philippines. Results revealed that digital immigrant teachers faced challenges such as poor internet connectivity, resistance to change, and gaps in ICT skills. These issues were exacerbated by the region's limited access to ICT resources, internet, and adequate ICT training programs. Teachers, however, adopted strategies like proactivity, seeking social support, and fostering peer relationships to cope with these challenges. The study highlights the need for a more integrated approach to ICT integration that includes skill development, infrastructure improvement, and a shift in mindset. It suggests that professional development, mentorship, and collaborative teaching strategies are essential for empowering digital immigrant teachers. Moreover, improved digital infrastructure, especially internet access, will be crucial in enabling teachers to completely adopt ICT in their language instruction during an era of rapid digital shift.
How to Cite
Malon JC, Malon MFO, Ranes RA, Cordevilla R, Carin NNF. 2026. The language digiclash: Digital immigrants teaching digital natives in the Philippine context. The Palawan Scientist. 18(1):16–27. https://doi.org/10.69721/TPS.J.2026.18.1.02.
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Keywords
coping strategies, digital competence, ICT challenges, technology integration, virtual learning
References
Akram H, Abdelrady AH, Al-Adwan AS, Ramzan M. 2022. Teachers’ perceptions of technology integration in teaching-learning practices: A systematic review. Frontiers in Psychology. 13(1):920317. https://doi.org/10.3389/fpsyg.2022.920317
Alhazmi AA, Kaufmann A. 2022. Phenomenological qualitative methods applied to the analysis of cross-cultural experience in novel educational social contexts. Frontiers in Psychology. 13(1):785134. https://doi.org/10.3389/fpsyg.2022.785134
Amhag L, Hellström L, Stigmar M. 2019. Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education. 35(4):203–220. https://doi.org/10.1080/21532974.2019.1646169
Asare S, Amidu A, Aning E, Ampomah T, Bediako YA, Amuaful E, Baah KB. 2023. Impact of integrating information technology in teaching English in College of Education: A systematic review. American Journal of Education and Technology. 2(3):76–82. https://doi.org/10.54536/ajet.v2i3.1840
Barrot J, Llenares I, Rosario L. 2021. Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educational Information Technology. 26:7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Basargekar P, Singhavi C. 2017. Factors affecting teachers’ perceived proficiency in using ICT in the classroom. International Academic Forum Journal of Education. 5(2):67-84. https://doi.org/10.22492/ije.5.2.03
Basilotta-Gómez-Pablos V, Matarranz M, Casado-Aranda LA, Otto A. 2022. Teachers’ digital competencies in Higher Education: A systematic literature review. International Journal of Educational Technology in Higher Education. 19(8). https://doi.org/10.1186/s41239-021-00312-8
Bennet S. 2012. Digital Natives. In: Encyclopedia of Cyber Behavior. IGI Global Scientific Publishing.p. 212-219. [accessed 2025 Oct 17] https://doi.org/10.4018/978-1-4666-0315-8.ch018
Bice H, Tang H. 2022. Teachers’ beliefs and practices of technology integration at a school for students with dyslexia: A mixed methods study. Education and Information Technologies. 27(7):10179-10205. https://doi.org/10.1007/s10639-022-11044-1
Bryman A, Bell E, editors. 2007. Business research methods. Revised Edition) Oxford: Oxford University Press.
Chellammal T, Bama KS, Krishnamoorthy R. 2023. Challenges faced by educators in adopting online technology. World Review of Entrepreneurship, Management and Sustainable Development. 19(1/2):71-80. https://doi.org/10.1504/wremsd.2023.127244
Colaizzi PF. 1978. Psychological research as the phenomenologist views It. In: Existential-phenomenological alternatives for psychology. Oxford University Press. p. 6. [accessed 2025 Oct 8]
Conriquez J. 2020. The Relationship Between Teacher Beliefs, Classroom Management, and Teacher-Student Relationships [Dissertation]. [San Bernardino]: California State University. [accessed 2025 Nov 20] https://scholarworks.lib.csusb.edu/etd/1117
Creswell JW. 2013. Qualitative inquiry and research design: Choosing among five approaches. Third edition. United Sates of America. SAGE.
Dogan S, Dogan NA. Celik I. 2021. Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use. Educational Information Technology. 26:1311–1332. https://doi.org/10.1007/s10639-020-10310-4
Elaoufy H. 2023. Bridging the gap between digital native students and digital immigrant professors: Reciprocal learning and current challenges. American Journal of Education and Technology. 2(2):23–33. https://doi.org/10.54536/ajet.v2i2.1522
Estigoy E. 2021. Information and communication technology (ICT) readiness and its integration to teaching and learning process among private high schools. Sage Advance. https://doi.org/10.31124/advance.13669814.v1
Gao Y. 2023. A lexicographical approach to neologisms created through blending. Lexicography. 10(2):161–172. https://doi.org/10.1558/lexi.26356
Ghavifekr S, Rosdy WAW. 2015. Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science. 1(2):175–191.
Gómez-Fernández N, Mediavilla M. 2022. Factors influencing teachers’ use of ICT in class: Evidence from a multilevel logistic model. Mathematics. 10(5):799. https://doi.org/10.3390/math10050799
Guo RX, Dobson T, Petrina S. 2008. Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research. 38(3):235-254. https://doi.org/10.2190/ec.38.3.a
Guba EG’, Lincoln YS. 1994. Competing paradigms in qualitative research. In: Handbook of qualitative research. Sage Publications Inc. p. 105–117. [accessed 2025 Oct 12]
Haleem A, Javaid M, Qadri MA, Suman R. 2022. Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers. 3:275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hamlaoui S. 2021. Teachers’ Resistance to Educational Change and Innovations in the Middle East and North Africa: A Case Study of Tunisian Universities. In: Ouaissa R, Pannewick F, Strohmaier A, editors. Re-Configurations: Contextualising Transformation Processes and Lasting Crises in the Middle East and North Africa. Wiesbaden: Springer Fachmedien. p. 171–184. [accessed 2025 Oct 6]. https://doi.org/10.1007/978-3-658-31160-5_11
Hennessy S, D’Angelo S, McIntyre N, Koomar S, Kreimeia A, Cao L, Brugha M, Zubairi A. 2022. Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open. 3:100080. https://doi.org/10.1016/j.caeo.2022.100080
Joaquin JJ, Biana HT, Dacela MA. 2020. The Philippine higher education sector in the time of COVID-19. Frontiers in Education. 5:576371. https://doi.org/10.3389/feduc.2020.576371
Kaur V. 2023. Covid - 19’s effect on the school education system: Difficulties and opportunities for online teaching and learning. International Journal of Science and Research. 12(7):384–390. https://doi.org/10.21275/sr23705171055
Kennedy GM. 2023. Challenges of ICT integration in teachers’ education: A case study of the College of Education, University of Liberia. International Journal of Social Science and Education Research Studies. 3(5):860-870. https://doi.org/10.55677/ijssers/v03i5y2023-15
Kesharwani A. 2020. Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study. Information and Management. 57(2):103170. https://doi.org/10.1016/j.im.2019.103170
Koch C, Fehlmann F. 2025. Beyond digital literacy: Exploring factors affecting digital performance of university staff. Media and Communication. 13:8913. https://doi.org/10.17645/mac.8913
Köse DB. 2024. https://aisel.aisnet.org/treos_amcis2024/17
Kreuder A, Frick U, Rakoczy K, Schlittmeier SJ. 2024. Digital competence in adolescents and young adults: A critical analysis of concomitant variables, methodologies and intervention strategies. Humanities and Social Sciences Communication. 11(1):48. https://doi.org/10.1057/s41599-023-02501-4
Li Y, Wang Q, Lei J. 2019. Exploring different needs of digital immigrant and native teachers for technology professional development in China. International Journal of Technology in Teaching and Learning. 15(1):32-48. https://doi.org/10.37120/ijttl.2019.15.1.03
Malangen A. 2022. Information and communications technology (ICT) competency and capability of Sauyo High School teachers: A basis for ICT development plan. Social Science Research Network. [accessed 2025 Oct 6]. https://doi.org/10.2139/ssrn.4183485
McLeod S. 2024. Credibility in qualitative research. Simply Psychology. [accessed 2024 Dec 13]. https://www.simplypsychology.org/credibility-in-qualitative-research.html
Morrow R, Rodriguez A, King N. 2015. Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8):643-644. https://doi.org/10.1016/j.jcin.2015.03.004
Msambwa MM, Daniel K, Lianyu C. 2024. Integration of information and communication technology in secondary education for better learning: A systematic literature review. Social Sciences and Humanities Open. 10:101203. https://doi.org/10.1016/j.ssaho.2024.101203
Munna AS, Kalam MA. 2021. Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation. 4(1):1-4. https://doi.org/10.33750/ijhi.v4i1.102
Natow RS. 2019. The use of triangulation in qualitative studies employing elite interviews. Qualitative Research. 20(2):160–173. https://doi.org/10.1177/1468794119830077
Nyumba T, Wilson K, Derrick CJ, Mukherjee N. 2018. The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution. 9(1):20-32. https://doi.org/10.1111/2041-210X.12860
Obidovna DZ, Rustambekovich AA. 2024. The role of digital technologies in language education: Tools, approaches, and implications. American Journal of Philological Sciences. 4(11):18–22. https://doi.org/10.37547/ajps/volume04issue11-05
Pérez-López MC, Ibarrondo-Dávila MP. 2020. Key variables for academic performance in university accounting studies: A mediation model. Innovations in Education and Teaching International. 57(3):374–385. https://doi.org/10.1080/14703297.2019.1620624
Peters U. 2022. What is the function of confirmation bias. Erkenntnis. 87(3):1351–1376. https://doi.org/10.1007/s10670-020-00252-1
Pratolo BW, Solikhati HA. 2021. Investigating teachers’ attitude toward digital literacy in EFL classroom. Journal of Education and Learning. 15(1): 97-103. https://doi.org/10.11591/edulearn.v15i1.15747
Prensky M. 2001. Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon. 9(6):1–6. https://doi.org/10.1108/10748120110424843
Qassimi N. 2023. Research triangulation: Enhancing validity, rigor, and insight through multimethod approaches. https://doi.org/10.5281/zenodo.10430483
Raman K, Yamat H. 2014. Barrier’s teachers face in integrating ICT during English lessons: A case study.” The Malaysian Online Journal of Educational Technology. 2(3):11-19.
Sapad RP, Caballes DG. 2022. Initiation of a professional development program for science instructional leaders within the technological pedagogical content knowledge (TPACK) framework. The Palawan Scientist. 14(1):75-83. https://doi.org/10.69721/TPS.J.2022.14.1.09
Seifu K, Wang S. 2020. Determinants of information and communication technology integration in the teaching-learning process at Aksum University. Cogent Education. 7(1):1824577. https://doi.org/10.1080/2331186X.2020.1824577
Selvaraj A, Radhin VKAN, Ka N, Benson N, Mathew AJ. 2021. Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development. 85(1):102444. https://doi.org/10.1016/j.ijedudev.2021.102444
Senkivska L. 2022. The role of digital technologies in education. Journal of Education, Health and Sport. 12(1):419–423. https://doi.org/10.12775/jehs.2022.12.01.036
Shah SS. 2022. Teaching and learning with technology: Effectiveness of ICT integration in schools. Indonesian Journal of Educational Research and Technology. 2(2):133–140. https://doi.org/10.17509/ijert.v2i2.43554
Teddlie C, Yu F. 2007. Mixed methods sampling: A typology with examples. Journal of Mixed Method Research. 1(1):77–100. https://doi.org/10.1177/2345678906292430
Teräs M. 2022. Neil Selwyn: Education and technology: Key issues and debates. International Review of Education. 68(1):635–636. https://doi.org/10.1007/s11159-022-09971-9
Tortola R. 2024. Unveiling resilience: Exploring coping strategies among teachers in the department of education. International Journal of Academic Multidisciplinary Research. 8(6):530-546.
Tran T, Ho MT, Pham TH, Nguyen MH, Nguyen KLP, Vuong TT, Nguyen THT, Nguyen TD, Nguyen TL, Khuc Q, and others. 2020. How digital natives learn and thrive in the digital age: Evidence from an emerging economy. Sustainability. 12(9):3819. https://doi.org/10.3390/su12093819
UNESCO (United Nations Educational, Scientific, and Cultural Organization). 2023. Startling digital divides in distance learning emerge. [accessed 2024 Sep 18]. https://www.unesco.org/en/articles/startling-digital-divides-distance-learning-emerge
Varriale V, Cammarano A, Michelino F, Caputo M. 2024. The role of digital technologies in production systems for achieving sustainable development goals. Sustainable Production and Consumption. 47(1):87–104. https://doi.org/10.1016/j.spc.2024.03.035
Vivek R, Nanthagopan Y, Piriyatharshan S. 2023. Beyond methods: Theoretical underpinnings of triangulation in qualitative and multi-method studies. South East European University Review. 18(2):105-122. https://doi.org/10.2478/seeur-2023-0088
Alhazmi AA, Kaufmann A. 2022. Phenomenological qualitative methods applied to the analysis of cross-cultural experience in novel educational social contexts. Frontiers in Psychology. 13(1):785134. https://doi.org/10.3389/fpsyg.2022.785134
Amhag L, Hellström L, Stigmar M. 2019. Teacher educators’ use of digital tools and needs for digital competence in higher education. Journal of Digital Learning in Teacher Education. 35(4):203–220. https://doi.org/10.1080/21532974.2019.1646169
Asare S, Amidu A, Aning E, Ampomah T, Bediako YA, Amuaful E, Baah KB. 2023. Impact of integrating information technology in teaching English in College of Education: A systematic review. American Journal of Education and Technology. 2(3):76–82. https://doi.org/10.54536/ajet.v2i3.1840
Barrot J, Llenares I, Rosario L. 2021. Students’ online learning challenges during the pandemic and how they cope with them: The case of the Philippines. Educational Information Technology. 26:7321–7338. https://doi.org/10.1007/s10639-021-10589-x
Basargekar P, Singhavi C. 2017. Factors affecting teachers’ perceived proficiency in using ICT in the classroom. International Academic Forum Journal of Education. 5(2):67-84. https://doi.org/10.22492/ije.5.2.03
Basilotta-Gómez-Pablos V, Matarranz M, Casado-Aranda LA, Otto A. 2022. Teachers’ digital competencies in Higher Education: A systematic literature review. International Journal of Educational Technology in Higher Education. 19(8). https://doi.org/10.1186/s41239-021-00312-8
Bennet S. 2012. Digital Natives. In: Encyclopedia of Cyber Behavior. IGI Global Scientific Publishing.p. 212-219. [accessed 2025 Oct 17] https://doi.org/10.4018/978-1-4666-0315-8.ch018
Bice H, Tang H. 2022. Teachers’ beliefs and practices of technology integration at a school for students with dyslexia: A mixed methods study. Education and Information Technologies. 27(7):10179-10205. https://doi.org/10.1007/s10639-022-11044-1
Bryman A, Bell E, editors. 2007. Business research methods. Revised Edition) Oxford: Oxford University Press.
Chellammal T, Bama KS, Krishnamoorthy R. 2023. Challenges faced by educators in adopting online technology. World Review of Entrepreneurship, Management and Sustainable Development. 19(1/2):71-80. https://doi.org/10.1504/wremsd.2023.127244
Colaizzi PF. 1978. Psychological research as the phenomenologist views It. In: Existential-phenomenological alternatives for psychology. Oxford University Press. p. 6. [accessed 2025 Oct 8]
Conriquez J. 2020. The Relationship Between Teacher Beliefs, Classroom Management, and Teacher-Student Relationships [Dissertation]. [San Bernardino]: California State University. [accessed 2025 Nov 20] https://scholarworks.lib.csusb.edu/etd/1117
Creswell JW. 2013. Qualitative inquiry and research design: Choosing among five approaches. Third edition. United Sates of America. SAGE.
Dogan S, Dogan NA. Celik I. 2021. Teachers’ skills to integrate technology in education: Two path models explaining instructional and application software use. Educational Information Technology. 26:1311–1332. https://doi.org/10.1007/s10639-020-10310-4
Elaoufy H. 2023. Bridging the gap between digital native students and digital immigrant professors: Reciprocal learning and current challenges. American Journal of Education and Technology. 2(2):23–33. https://doi.org/10.54536/ajet.v2i2.1522
Estigoy E. 2021. Information and communication technology (ICT) readiness and its integration to teaching and learning process among private high schools. Sage Advance. https://doi.org/10.31124/advance.13669814.v1
Gao Y. 2023. A lexicographical approach to neologisms created through blending. Lexicography. 10(2):161–172. https://doi.org/10.1558/lexi.26356
Ghavifekr S, Rosdy WAW. 2015. Teaching and learning with technology: Effectiveness of ICT integration in schools. International Journal of Research in Education and Science. 1(2):175–191.
Gómez-Fernández N, Mediavilla M. 2022. Factors influencing teachers’ use of ICT in class: Evidence from a multilevel logistic model. Mathematics. 10(5):799. https://doi.org/10.3390/math10050799
Guo RX, Dobson T, Petrina S. 2008. Digital natives, digital immigrants: An analysis of age and ICT competency in teacher education. Journal of Educational Computing Research. 38(3):235-254. https://doi.org/10.2190/ec.38.3.a
Guba EG’, Lincoln YS. 1994. Competing paradigms in qualitative research. In: Handbook of qualitative research. Sage Publications Inc. p. 105–117. [accessed 2025 Oct 12]
Haleem A, Javaid M, Qadri MA, Suman R. 2022. Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers. 3:275-285. https://doi.org/10.1016/j.susoc.2022.05.004
Hamlaoui S. 2021. Teachers’ Resistance to Educational Change and Innovations in the Middle East and North Africa: A Case Study of Tunisian Universities. In: Ouaissa R, Pannewick F, Strohmaier A, editors. Re-Configurations: Contextualising Transformation Processes and Lasting Crises in the Middle East and North Africa. Wiesbaden: Springer Fachmedien. p. 171–184. [accessed 2025 Oct 6]. https://doi.org/10.1007/978-3-658-31160-5_11
Hennessy S, D’Angelo S, McIntyre N, Koomar S, Kreimeia A, Cao L, Brugha M, Zubairi A. 2022. Technology use for teacher professional development in low- and middle-income countries: A systematic review. Computers and Education Open. 3:100080. https://doi.org/10.1016/j.caeo.2022.100080
Joaquin JJ, Biana HT, Dacela MA. 2020. The Philippine higher education sector in the time of COVID-19. Frontiers in Education. 5:576371. https://doi.org/10.3389/feduc.2020.576371
Kaur V. 2023. Covid - 19’s effect on the school education system: Difficulties and opportunities for online teaching and learning. International Journal of Science and Research. 12(7):384–390. https://doi.org/10.21275/sr23705171055
Kennedy GM. 2023. Challenges of ICT integration in teachers’ education: A case study of the College of Education, University of Liberia. International Journal of Social Science and Education Research Studies. 3(5):860-870. https://doi.org/10.55677/ijssers/v03i5y2023-15
Kesharwani A. 2020. Do (how) digital natives adopt a new technology differently than digital immigrants? A longitudinal study. Information and Management. 57(2):103170. https://doi.org/10.1016/j.im.2019.103170
Koch C, Fehlmann F. 2025. Beyond digital literacy: Exploring factors affecting digital performance of university staff. Media and Communication. 13:8913. https://doi.org/10.17645/mac.8913
Köse DB. 2024. https://aisel.aisnet.org/treos_amcis2024/17
Kreuder A, Frick U, Rakoczy K, Schlittmeier SJ. 2024. Digital competence in adolescents and young adults: A critical analysis of concomitant variables, methodologies and intervention strategies. Humanities and Social Sciences Communication. 11(1):48. https://doi.org/10.1057/s41599-023-02501-4
Li Y, Wang Q, Lei J. 2019. Exploring different needs of digital immigrant and native teachers for technology professional development in China. International Journal of Technology in Teaching and Learning. 15(1):32-48. https://doi.org/10.37120/ijttl.2019.15.1.03
Malangen A. 2022. Information and communications technology (ICT) competency and capability of Sauyo High School teachers: A basis for ICT development plan. Social Science Research Network. [accessed 2025 Oct 6]. https://doi.org/10.2139/ssrn.4183485
McLeod S. 2024. Credibility in qualitative research. Simply Psychology. [accessed 2024 Dec 13]. https://www.simplypsychology.org/credibility-in-qualitative-research.html
Morrow R, Rodriguez A, King N. 2015. Colaizzi’s descriptive phenomenological method. The Psychologist, 28(8):643-644. https://doi.org/10.1016/j.jcin.2015.03.004
Msambwa MM, Daniel K, Lianyu C. 2024. Integration of information and communication technology in secondary education for better learning: A systematic literature review. Social Sciences and Humanities Open. 10:101203. https://doi.org/10.1016/j.ssaho.2024.101203
Munna AS, Kalam MA. 2021. Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation. 4(1):1-4. https://doi.org/10.33750/ijhi.v4i1.102
Natow RS. 2019. The use of triangulation in qualitative studies employing elite interviews. Qualitative Research. 20(2):160–173. https://doi.org/10.1177/1468794119830077
Nyumba T, Wilson K, Derrick CJ, Mukherjee N. 2018. The use of focus group discussion methodology: Insights from two decades of application in conservation. Methods in Ecology and Evolution. 9(1):20-32. https://doi.org/10.1111/2041-210X.12860
Obidovna DZ, Rustambekovich AA. 2024. The role of digital technologies in language education: Tools, approaches, and implications. American Journal of Philological Sciences. 4(11):18–22. https://doi.org/10.37547/ajps/volume04issue11-05
Pérez-López MC, Ibarrondo-Dávila MP. 2020. Key variables for academic performance in university accounting studies: A mediation model. Innovations in Education and Teaching International. 57(3):374–385. https://doi.org/10.1080/14703297.2019.1620624
Peters U. 2022. What is the function of confirmation bias. Erkenntnis. 87(3):1351–1376. https://doi.org/10.1007/s10670-020-00252-1
Pratolo BW, Solikhati HA. 2021. Investigating teachers’ attitude toward digital literacy in EFL classroom. Journal of Education and Learning. 15(1): 97-103. https://doi.org/10.11591/edulearn.v15i1.15747
Prensky M. 2001. Digital natives, digital immigrants part 2: Do they really think differently? On the Horizon. 9(6):1–6. https://doi.org/10.1108/10748120110424843
Qassimi N. 2023. Research triangulation: Enhancing validity, rigor, and insight through multimethod approaches. https://doi.org/10.5281/zenodo.10430483
Raman K, Yamat H. 2014. Barrier’s teachers face in integrating ICT during English lessons: A case study.” The Malaysian Online Journal of Educational Technology. 2(3):11-19.
Sapad RP, Caballes DG. 2022. Initiation of a professional development program for science instructional leaders within the technological pedagogical content knowledge (TPACK) framework. The Palawan Scientist. 14(1):75-83. https://doi.org/10.69721/TPS.J.2022.14.1.09
Seifu K, Wang S. 2020. Determinants of information and communication technology integration in the teaching-learning process at Aksum University. Cogent Education. 7(1):1824577. https://doi.org/10.1080/2331186X.2020.1824577
Selvaraj A, Radhin VKAN, Ka N, Benson N, Mathew AJ. 2021. Effect of pandemic based online education on teaching and learning system. International Journal of Educational Development. 85(1):102444. https://doi.org/10.1016/j.ijedudev.2021.102444
Senkivska L. 2022. The role of digital technologies in education. Journal of Education, Health and Sport. 12(1):419–423. https://doi.org/10.12775/jehs.2022.12.01.036
Shah SS. 2022. Teaching and learning with technology: Effectiveness of ICT integration in schools. Indonesian Journal of Educational Research and Technology. 2(2):133–140. https://doi.org/10.17509/ijert.v2i2.43554
Teddlie C, Yu F. 2007. Mixed methods sampling: A typology with examples. Journal of Mixed Method Research. 1(1):77–100. https://doi.org/10.1177/2345678906292430
Teräs M. 2022. Neil Selwyn: Education and technology: Key issues and debates. International Review of Education. 68(1):635–636. https://doi.org/10.1007/s11159-022-09971-9
Tortola R. 2024. Unveiling resilience: Exploring coping strategies among teachers in the department of education. International Journal of Academic Multidisciplinary Research. 8(6):530-546.
Tran T, Ho MT, Pham TH, Nguyen MH, Nguyen KLP, Vuong TT, Nguyen THT, Nguyen TD, Nguyen TL, Khuc Q, and others. 2020. How digital natives learn and thrive in the digital age: Evidence from an emerging economy. Sustainability. 12(9):3819. https://doi.org/10.3390/su12093819
UNESCO (United Nations Educational, Scientific, and Cultural Organization). 2023. Startling digital divides in distance learning emerge. [accessed 2024 Sep 18]. https://www.unesco.org/en/articles/startling-digital-divides-distance-learning-emerge
Varriale V, Cammarano A, Michelino F, Caputo M. 2024. The role of digital technologies in production systems for achieving sustainable development goals. Sustainable Production and Consumption. 47(1):87–104. https://doi.org/10.1016/j.spc.2024.03.035
Vivek R, Nanthagopan Y, Piriyatharshan S. 2023. Beyond methods: Theoretical underpinnings of triangulation in qualitative and multi-method studies. South East European University Review. 18(2):105-122. https://doi.org/10.2478/seeur-2023-0088
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