Exploring the Role of Digital Technology in Enhancing Learning Experiences in Pakistani Classrooms

Abstract

This study used a qualitative approach to examine the influence of digital technology on learning experiences in schools in Pakistan, utilizing many research methods. An assortment of research methods, including semi-structured interviews, focus group discussions, and classroom observations, employed to gather data from a hypothetical sample of 50 participants. This sample consisted of teachers, students, and educational administrators. The analysis uncovered emerging themes and patterns concerning attitudes, views, utilization patterns, impediments, facilitators, student involvement, learning outcomes, and contextual factors. In general, the incorporation of digital technology has the potential to improve learning experiences, but this is dependent on resolving issues related to infrastructure, ensuring teachers receive sufficient training, and addressing socio-economic inequalities. The study highlights the crucial importance of school leadership that provides support and culturally sensitive methods for incorporating technology. Suggested measures comprise investing in extensive teacher training, tackling infrastructure obstacles, advocating for student-centered learning, mitigating socio-economic disparities, and embracing cultural diversity. To achieve educational equity and enhance learning experiences for all students in Pakistan, policymakers and educators should adopt these proposals and establish inclusive learning environments that leverage technology.