THE DIGITAL LEARNING PARADOX: ENHANCING THE ENGAGEMENT WITHOUT REPLACING EDUCATORS

Dalal Aldhilan; Ayesha Afzal; Fariha Gul

Dalal Aldhilan College of Humanities & Social Sciences, Northern Border University, Arar, SAUDI ARABIA
Ayesha Afzal Department of Education, University of Management & Technology Lahore, Punjab, Pakistan
Fariha Gul Associate Professor, Department of Education, University of Management & Technology, Lahore

Keywords: Digital Tools, Faculty Integration, Blended Learning, Student Engagement, Higher Education, Institutional Challenges, Professional Development, Workload Management.

Abstract

The integration of digital tools in higher education has transformed teaching and learning, enhancing students’ engagement while posing challenges for faculty. This study examines that how faculty incorporate digital tools while balancing traditional teaching roles. Using qualitative research, data from the semi-structured interviews with university faculty revealed that Learning Management Systems (LMS), gamification, virtual office hours foster student participation and personalized learning. Still, faculty faced barriers such as increased workload, limited institutional support, student resistance, and inadequate training in digital pedagogy. Blended learning, combining digital & face-to-face instruction, was preferred. LMS platforms provided flexibility, while interactive tools like Kahoot! and Mentimeter improved engagement. The faculty struggled with designing the content, troubleshooting issues, and managing tasks, leading to burnout. Institutional constraints, including lack of technical support & inconsistent policies hindered digital integration. The student resistance, particularly from those with limited digital literacy and resources, created disparities in engagement. To support faculty, institutions must streamline administrative tasks, invest in IT infrastructure, and provide structured training programs.