Integrating Digital Tools in EFL Teacher Training: Opportunities, Challenges, and Pedagogical Pathways
DOI:
https://doi.org/10.64169/dje.138Keywords:
Digital pedagogy, EFL teacher education, early-career teachers, technology integration, professional development, mixed-methods studyAbstract
This study explores the perceptions and challenges faced by early-career English as a Foreign Language (EFL) teachers in integrating digital tools into their professional practice. Using an exploratory mixed-methods design with surveys and semi-structured interviews, data were collected from 11 teachers with one to five years of experience. The findings reveal a paradox: while teachers strongly recognize the potential of digital tools to enhance lesson planning, creativity, and student engagement, they also face persistent barriers such as limited institutional support, insufficient training, and unreliable internet connectivity. Importantly, participants emphasized the need for training that goes beyond technical skills, focusing instead on pedagogical integration and meaningful classroom application. The study highlights that digital competence should not be equated with familiarity with tools, but must include an understanding of how technology can enrich pedagogy. This study recommends that teacher education programs embed digital pedagogy into curricula through sustained, practice-based training and institutional investment in infrastructure, ensuring that early-career teachers are not only confident but also pedagogically competent in using digital tools.
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