A Study of the Role of Digital Technology in the Professional Development of Higher Education Teachers

Abstract

Digital technology has become an integral component of contemporary higher education. The increasing use of computers, internet facilities, digital learning platforms, online databases, virtual classrooms, educational applications and artificial intelligence has changed the nature of teaching, learning, research and professional communication. In this changing educational environment, higher education teachers are required to continuously update their professional knowledge, technological competencies and pedagogical practices. The present study was undertaken to examine the role of digital technology in the professional development of higher education teachers. The study adopted a descriptive survey method. For the proposed empirical investigation, a sample of 200 higher education teachers was considered, comprising 110 male and 90 female teachers from selected higher education institutions. A structured questionnaire was used to assess teachers’ use of digital technology and their professional development. The major dimensions included digital literacy, digital teaching tools, online professional learning, digital research skills, communication and collaboration, teaching competency, research competency, subject knowledge, professional learning and innovation. Mean, standard deviation, independent samples t-test, Pearson product-moment correlation and regression analysis were considered for data analysis. The illustrative analysis indicated that a considerable proportion of teachers demonstrated moderate to high levels of digital technology usage. A significant difference was observed between male and female teachers in digital technology usage and professional development. A positive and statistically significant relationship was also observed between digital technology usage and professional development. Regression analysis further indicated that digital technology was a significant predictor of professional development. The study suggests that digital technology can provide valuable opportunities for continuous professional learning, improvement of teaching practices, research development and academic collaboration. However, effective outcomes require appropriate infrastructure, continuous training, institutional support, digital competence and responsible use of technology.