Author: Dr. V. Jelsia Jabamani
DOI Link: https://doi.org/10.70798/PP/030200008
Abstract: The integration of digital technology in higher education has transformed traditional teaching and learning practices, creating new opportunities for academic engagement, instructional effectiveness, and professional development among teachers. In the contemporary educational landscape, teachers at the higher education level increasingly rely on digital tools and platforms for lesson planning, content delivery, assessment, research supervision, communication, and collaborative learning. Technologies such as Learning Management Systems (LMS), virtual classrooms, multimedia presentations, online assessment tools, educational applications, and artificial intelligence-based learning resources have significantly enhanced pedagogical practices. Digital technology not only supports innovative teaching strategies but also promotes learner-centered education, flexibility, accessibility, and continuous academic improvement. However, successful integration also depends on teachers’ digital competence, institutional support, infrastructure availability, and positive attitudes toward technological adoption. Challenges such as inadequate training, resistance to change, technical limitations, and digital divide issues continue to affect effective implementation. This conceptual paper examines the academic use of digital technology among teachers in higher education, highlighting its benefits, challenges, and strategic implications for improving teaching quality and educational outcomes. The paper emphasizes the need for sustainable digital pedagogical practices to strengthen higher education systems in the evolving knowledge society.
Keywords: Digital Technology, Higher Education, Teachers, Digital Pedagogy, Teaching-Learning Process, Educational Technology, Faculty Development, Academic Practices
Page No: 60-71