Academic Teachers Perceptions of Technology-Enhanced Learning (TEL) in Higher Education
Author : Dr. R Saraswathy
Abstract :
Technology-Enhanced Learning (TEL) has emerged as a transformative approach in higher education, reshaping how teaching and learning occur. This study explores academic teachers’ perceptions of TEL and how it influences their pedagogical practices. Teachers recognize TEL as a means to create interactive, flexible, and student-centered learning environments. They believe that digital tools enhance engagement, promote collaboration, and support diverse learning styles. However, perceptions also vary depending on individual digital competence, institutional support, and resource availability. Some educators express concerns about the increased workload, technical challenges, and reduced face-to-face interaction. The study highlights that positive attitudes toward TEL are linked to adequate training and administrative encouragement. Teachers who receive consistent professional development are more confident in integrating technology effectively.
Findings reveal that TEL is not only a teaching aid but a catalyst for pedagogical innovation.
It encourages reflective practice, experimentation, and adaptation to new learning paradigms.
Institutional culture plays a crucial role in shaping teachers’ motivation to adopt TEL.
Supportive leadership, reliable infrastructure, and peer collaboration strengthen technology acceptance. The study concludes that sustained investment in training and infrastructure is essential for effective TEL implementation. Overall, academic teachers perceive TEL as a valuable and evolving component of modern education. Future initiatives should focus on enhancing digital literacy and fostering a positive mindset toward technological innovation.
Keywords :
Technology-Enhanced learning (TEL), teachers perceptions, higher education, cross-discipline.
