Educators’ perspectives on Technology integration in Classrooms through Teaching platform: A multi-level Qualitative case study.

Abstract

The views of public-school instructors in Karachi's primary, secondary, and higher education levels about the use of teaching platforms and technology integration are examined in this qualitative case study. Understanding how instructors view and adapt to educational technologies is essential for good policy and practice as digital learning tools developed in response to the COVID-19 outbreak. Purposive sampling was used selecting participants based on the lived experience. 9 teachers were selected from public sector 3 from primary and 3 from secondary and 3 from tertiary level. trustworthiness as checked through the credibility by member check and triangulation of data means data gathered from different level. Also focus on moral consideration to keep the information of participants confidential. Themes were found through thematic analysis by Braun and Clarke (2006). The analysis revealed three major themes: (1) unequal access to digital platforms and infrastructure discrepancies across educational levels; (2) the necessity for continuous professional development and digital literacy among educators; and (3) the perceived advantages and challenges of educational technologies. The results show that instructors are both enthusiastic and frustrated about digital integration, underscoring the ongoing digital divide in accessibility and readiness. The study ends with policy suggestions meant to promote a technology-driven, inclusive, and sustainable educational system in Pakistan.