Digitalisation of Education: Challenges and Issues in Virtual Pedagogical Competence
DOI:
https://doi.org/10.15503/jecs2025.2.165.177Keywords:
Digital Pedagogy, Technology-education, ICT-based education, online teaching, digital competenceAbstract
Thesis. Teachers have been tasked with using digital tools in their classrooms to prepare universities for the challenges of the twenty-first century. The present study explored the nuances of digital pedagogy and competence, aiming at teachers teaching English skill courses using digital platforms, consisting explicitly of cultural, societal, interpersonal, and moral concerns related to acquiring knowledge with and from digital technologies to emphasise the praxis of digital competencies.
Concept. Pedagogues in higher education have used digital means during the pandemic, resulting in a number of teaching-learning platforms to promote efficient learning outcomes. The study found information and communication technology (ICT)-based instructional designs that supported exceptional educational outputs; however, there are issues and problems with the virtual modus operandi.
Results and conclusion. This research examines issues and challenges in digital teaching and how it affects in-service teachers’ perceptions of digital education technology. The study uses a qualitative method by interviewing teachers at the undergraduate level in Saudi Arabia to gather information about teachers’ perceptions. Twenty-nine (29) teachers participated in the study, teaching English skills courses at Prince Sattam Bin Abdulaziz University. The findings indicate that there is a need for in-service training of teachers on the different platforms that are being used to teach the English language. Moreover, the key findings of the present study are the unavailability of immediate feedback, less interaction, fear of technology-driven pedagogy, and difficulty in practice-driven exercises.
Downloads
References
Alam, S. (2025). Impact of mobile-facilitated peer feedback platform on improving the accuracy of spoken English: An experimental study. International Journal of Information and Education Technology, 15(2), 212-219. https://doi.org/10.18178/ijiet.2025.15.2.2234
Alam, S., & Hameed, A. (2023). Teaching concerns in higher education: Impact of COVID-19 in pedagogy. Journal of Education Culture and Society, 14(1), 318–332. https://doi.org/10.15503/jecs2023.1.318.332
Alam, S., Ahmad, F., & Nickolaeva Biryukova, Y. (2024). Incorporating artificial intelligence and mall strategies in EFL classrooms: interactive pedagogical praxis. Journal of Education Culture and Society, 15(1), 181–198. https://doi.org/10.15503/jecs2024.1.181.198
Alam, S., Faraj Albozeidi, H., Okleh Salameh Al-Hawamdeh, B., & Ahmad, F. (2022). Practice and principle of blended learning in ESL/EFL pedagogy: Strategies, techniques and challenges. International Journal of Emerging Technologies in Learning (iJET), 17(11), 225–241. https://doi.org/10.3991/ijet.v17i11.29901
Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and Information Technologies, 20, 655-673. http://dx.doi.org/10.1007/s10639-015-9401-9
Al-hawamdeh, B. O. S., Alam, S. (2022). Praxis and effectiveness of pedagogy during pandemic: An investigation of learners’ perspective. Education Research International, 2022, Article 3671478. https://doi.org/10.1155/2022/3671478
Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science, 2(2), 359-370.
Ball, D. L. (2000). Bridging practices: intertwining content and pedagogy in teaching and learning to teach. Journal of Teacher Education, 51(3), 241–47.
Baroud J. & Dharamshi P. (2020). A collaborative self-study of critical digital pedagogies in teacher education. Studying Teacher Education, 16(2), 164–182.
Bauer, J., & Kenton, J. (2005). Toward technology integration in the schools: Why it isn’t happening. Journal of Technology and Teacher Education, 13(4), 519-546.
Beardsley, M., Albó, L., Aragón P., & Hernández-Leo D. (2021). Emergency education effects on teacher abilities and motivation to use digital technologies. British Journal of Educational Technology, 52(4), 1455–1477. https://doi.org/10.1111/bjet.13101
Beetham, H., & Sharpe, R. (Eds.). (2007). Rethinking pedagogy for a digital age: Designing and delivering e-learning. Routledge.
Beg, B., Amir, Alam., S., Kralik, R., & Warda, W. U. (2025). Investigating the efficiency of the rotation model in improving first-year undergraduate ESL learners ‘writing: A quasi-experimental study. World Journal of English Language, 15(2), 357-367. https://doi.org/10.5430/wjel.v15n2p357
Bozkurt, A., Jung, I., Xiao, J., Vladimirschi, V., Schuwer, R., Egorov, G., & Paskevicius, M. (2020). A global outlook to the interruption of education due to COVID-19 pandemic: Navigating in a time of uncertainty and crisis. Asian Journal of Distance Education, 15(1), 1-12.
Christensen, R., Knezek, G. (2008). Self-Report Measures and Findings for Information Technology Attitudes and Competencies. In J. Voogt, G. Knezek (Eds.), International handbook of information technology in primary and secondary education (Vol. 20, pp. 349-365). Springer international handbook of information technology in primary and secondary education. Springer. https://doi.org/10.1007/978-0-387-73315-9_21
Cowling, M. A., Crawford, J., Vallis, C., Middleton, R., & Sim, K. (2022). The EdTech difference: Digitalisation, digital pedagogy, and technology-enhanced learning. Journal of University Teaching & Learning Practice, 19(2), 1–13. https://doi.org/10.53761/1.19.2.1
Dacholfany, M. I. ., Antoni, R., Sulissusiawan, A., Rijal, S., Utiarahman, A., Vanni Alam, H., & Bagea, I. (2024). The Effectiveness of teacher professional development program on classroom and behavior management: A systematic review. Journal of Education Culture and Society, 15(2), 451-470.
Darling-Hammond, L., & Hyler, M. E. (2020). Preparing educators for the time of COVID … and beyond. European Journal of Teacher Education, 43(4), 457–465. https://doi.org/10.1080/02619768.2020.1816961
Duka, A., Leka, K. ., Vampa, M., Bursová., J., & Jenisová, Z.(2024). The impact of climate in inclusive classrooms - influencing the motivation of students with special needs. Journal of Education Culture and Society, 15(1), 303-314. https://doi.org/10.15503/jecs2024.1.303.314
Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. https://doi.org/10.1007/BF02299597
Gallagher, M., Breines, M., & Blaney, M. (2021). Ontological transparency, (in) visibility, and hidden curricula: Critical pedagogy amidst contentious edtech. Postdigital Science and Education, 3, 425–443.
Göncü, A., & Gauvain, M. (2012). Sociocultural approaches to educational psychology: Theory, research, and application. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol. 1. Theories, constructs, and critical issues (pp. 125–154). American Psychological Association. https://doi.org/10.1037/13273-006
Jonassen, D. H. (1994). Thinking technology: Toward a constructivist design model. Educational Technology, 34(4), 34-37.
Kearney, M., Schuck, S., & Burden, K. (2022). Digital pedagogies for future school education: Promoting inclusion. Irish Educational Studies, 41(1), 117–133.
Kearney, M., Schuck, S., Fergusson, J., & Perry, R. (2022). Effective practices during emergency school lockdowns: Shared experiences of four Australian schools. Australian Educational Researcher, 51, 145-165. https://doi.org/10.1007/s13384-022-00588-3
Klimanska, M., Shchudlo, S., Mirchuk, I., Zelena, O., Haletska, I., Klymanska, L., Herasym, H., Savka, V., & Okulicz-Kozaryn, K. (2024). A closer look at students’ school climate perception: A case study of urban and rural Ukraine during COVID-19. Journal of Education Culture and Society, 15(2), 705-721.
Kobylarek, A. (2017). The Polish Humboldtian University in the Face of Paradigmatic Change. Cambridge Scholars Publishing.
Kobylarek, A. (2021). Post-pandemic challenges for learning communities. Journal of Education Culture and Society, 12(1), 5–11. https://doi.org/10.15503/jecs2021.1.5.11
Kobylarek, A., Alaverdov, E., Jakubowska, L. (2021). The significance of a pandemic in teaching foreign languages, with special regard to the teaching of seniors. XLinguae, 14(1), 73-80.
Mouza, C. (2008). Learning with laptops: Implementation and outcomes in an urban, under-privileged school. Journal of Research on Technology in Education, 40(4), 447–472.
National Research Council. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. The National Academies Press. https://doi.org/10.17226/13398
Oliver, R., Harper, B., & Wills, S. (2007). Describing ICT-based learning designs that promote quality learning outcomes. In R. Sharpe & H. Beetham (Eds.), Rethinking pedagogy for a digital age (pp. 84–100). Routledge.
Petrovič, F., Guttesen, K., Murgas, F., & Kralik, R.(2024). The impact of anxiety and depression on quality of life of university students: The Slovak experience. Clinical social work and health care intervention, 15(6), 54-74.
Rogoff, B. (2003). The cultural nature of human development. Oxford University Press.
Slobodová-Nováková, K., Majdaková, V., Pavlikova, M., & Smrčka, A. (2024). Creative creatures: Between art and anthropology. European Journal of Media, Art and Photography, 12(2), 78-91.
Svoboda, M., Medzihorsky, S., Gruber, J., Janackova, L., Surab, M., & Kralik, R. (2024). Manipulation as a risk factor for psycho-social health. Acta Missiologica, 18(1), 43-54.
Tkáčová H., Pavlíková M., Azizi M., & Sotirofski K. (2023). Oversharing of content online by children during the holidays and parental control. Acta Missiologica, 17(2), 60–74.
Tkáčová, H., Maturkanič P., Pavlíková M., & Slobodová Nováková, K. (2023). Online media audience during the Covid-19 pandemic as an active amplifier of disinformation: Motivations of university students to share information on Facebook. Communication Today, 14(2), 154–167.
Underwood, J. D. M. (2009). The impact of digital technology: A review of the evidence of the impact of digital technologies on formal education. Becta.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries. Department for International Development.
Yates, A., Starkey, L., Egerton, B., & Flueggen, F. (2021). High school students’ experience of online learning during Covid-19: The influence of technology and pedagogy. Technology, Pedagogy and Education, 30(1), 59-73.
Zheng, B., Warschauer, M., Lin, C. H., & Chang, C. (2016). Learning in one-to-one laptop environments: A meta-analysis and research synthesis. Review of Educational Research, 86(4), 1052-1084.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Sohaib Alam, Ansa Hameed, Zoltan Balogh, Shafey Anwarul Haque

This work is licensed under a Creative Commons Attribution 4.0 International License.
CC-BY
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal. All authors agree for publishing their email adresses, affiliations and short bio statements with their articles during the submission process.