Digital Pedagogy in Indian Higher Education: Faculty Perspectives.
Saved in:
| Title: | Digital Pedagogy in Indian Higher Education: Faculty Perspectives. |
|---|---|
| Authors: | Kaur, Divneet1 divneetbagga04@gmail.com, Rana, Shikha2 shikharana.ddn@gmail.com, Chaturvedi, Nishant3 fdp17nishantc@alumni.iimidr.ac.in, Bachheti, Shalini Bahuguna4 shalinibahuguna@iudehradun.edu.in, Punia, Vinay5 vnypunia@gmail.com |
| Source: | Electronic Journal of e-Learning. 2026, Vol. 24 Issue 2, p94-111. 18p. |
| Subject Terms: | *Digital learning, *College teacher attitudes, *Higher education, *Qualitative research, *Virtual classrooms, Intention, Phenomenology |
| Geographic Terms: | India |
| Abstract: | The rapid digitalization of higher education has significantly reshaped teaching and learning practices worldwide; however, the adoption of digital pedagogy among university teachers remains uneven, particularly in developing contexts such as India. This study examines the lived experiences of Indian university teachers in adopting digital pedagogy and explores the factors influencing this process within higher education institutions. Using a qualitative research design, the study employs Interpretative Phenomenological Analysis to develop an in depth understanding of how teachers perceive, experience, and make sense of digitally mediated teaching practices. Data were collected through semi structured interviews with university teachers representing diverse disciplinary backgrounds and institutional settings. The analysis followed a systematic and iterative IPA approach to identify emergent themes grounded in participants' narratives. The findings indicate that digital pedagogy adoption is shaped by a dynamic interplay of institutional, technological, and personal factors. Institutional support structures, availability of digital infrastructure, access to professional development opportunities, and collaborative peer environments emerged as key enablers of adoption. In contrast, challenges such as inadequate training, inconsistent technical support, increased workload, infrastructural disparities between institutions, and varying levels of digital confidence among teachers were identified as persistent barriers. The study further highlights the central role of teachers' beliefs, attitudes, and perceived pedagogical value of digital tools in determining the depth and sustainability of digital pedagogy integration. By foregrounding faculty perspectives, this research contributes to the limited qualitative literature on digital pedagogy adoption in Indian higher education and extends existing scholarship beyond technology acceptance oriented explanations. The study supports e learning practice by offering context specific recommendations related to faculty training, institutional policy, and digital readiness. By emphasizing teachers' lived experiences, the findings advance understanding of digital pedagogy as a socially situated and contextually embedded practice, providing a foundation for inclusive and sustainable digital transformation in higher education. The insights generated offer important implications for higher education leaders and policymakers seeking to strengthen digital capacity and enhance teaching quality in evolving educational environments. [ABSTRACT FROM AUTHOR] |
| Copyright of Electronic Journal of e-Learning is the property of Academic Conferences & Publishing International Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
Be the first to leave a comment!
