DIGITAL TRANSATION IN HIGHER EDUCATION: A QUALITATIVE INQUIRY INTO TEACHERS’ PERSPECTIVES ON ONLINE TEACHING COMPATABILITY IN ISLAMABAD, PAKISTAN

Abstract

The aim of this research was to explore teachers’ perspectives on compatibility with online teaching at the higher education level and to identify the challenges they encountered while adapting to online instruction. To achieve this objective, a qualitative research design was employed for data collection. The sample comprised of six participants were selected thorough convenience sampling technique. Six semi-structured face-to-face interviews were conducted to examine teachers’ perspectives on their compatibility with online teaching in higher education. The data underwent inductive analysis; responses were coded and categorized based on emerging patterns, and the findings were presented thematically. To ensure data credibility, member checking was conducted, whereby key informants reviewed and confirmed the findings. Additionally, an audit trail was maintained, consisting of a detailed and chronological record of all research procedures and data analysis decisions, which was presented to two independent reviewer researchers. The findings revealed that traditional, in-person teaching methods emphasizing immediate feedback, real-time interaction, and active student engagement were deeply ingrained in higher education educators as they transitioned to online instruction. Although conventional approaches such as lectures, whiteboard explanations, guided questioning, and practical exercises formed the foundation of their teaching identities, the shift to online environments required substantial adaptation rather than direct transfer. The teachers also highlighted significant challenges, particularly technical difficulties in distance education and complications related to online evaluation and assessment. The study recommends the organization of regular workshops to enhance teachers’ proficiency in utilizing online platforms, managing virtual classrooms, and designing engaging digital lessons. Furthermore, universities should adopt a blended approach that integrates face-to-face instruction with online resources, using each format where it is most effective to improve teaching compatibility and student engagement. Participants emphasized that for online education to function as a reliable and effective complement to conventional teaching methods, it is essential to strengthen technical infrastructure, enhance teachers’ digital competencies, and develop secure and practical assessment tools.