Blending STEM Teaching and Technology-Enhanced Learning: Exploring Educator Beliefs and Practices at the University Level in Pakistan

Abstract

This qualitative research study explored how Pakistani university teachers adopt and believe in Technology-Enhanced Learning (TEL) implementation in STEM education contexts. The researchers used purposive sampling within phenomenology to interview 18 STEM faculty members at various universities until the data reached the saturation point. Four core themes were explored using thematic analysis: Perceived Value of TEL, Barriers to TEL Integration, Digital Competence and Self-Initiated Learning, and Attitudinal Shifts and Resistance to Change. TEL gained appreciation from participants who recognized its power to engage students and offer flexible instruction. However, they emphasized technical difficulties, the absence of institutional guidelines, insufficient training, and the lack of promotion mechanisms for teaching advancement. Educational professionals displayed excellent adaptive capabilities with self-directed learning as an obstacle primarily during the COVID-19 pandemic. Efficient implementation of TEL requires institutions to provide complete assistance alongside structured training on digital teaching methods and technical infrastructure upgrades while endorsing teaching innovation policies. Educational institutions should consider building teaching and learning centers, implementing modular training programs, and developing national TEL standards to close digital gaps so that students can have equal access to opportunities in Pakistani higher education.