Digital Literacy Competencies and Challenges Faced by Secondary School Teachers at District Peshawar

Abstract

This study aimed to assess the level of digital literacy, access to ICT tools, challenges to integration, and professional development needs among secondary school teachers in District Peshawar, Pakistan. Using a descriptive quantitative survey design, data were collected from 200 teachers through a structured questionnaire. According to the findings, most teachers had the basic digital competencies like using MS office, internet search, email used in communication but there were some serious lags in advanced skills, these were the use of learning management systems (LMS), development of digital teaching aids, and differentiation of teaching using technology. Factor that impedes successful integration of ICT as identified in the study include infrastructural and systemic juxtaposition such as having no reliable internet connection, inadequate electronic facilities in schools, and administrative assistant. In addition to the above, time limitations and irrelevancy of training content hindered the possibility of teachers being able to use digital tools effectively in the classroom. Even though these obstacles are real, most of the teachers were interested in attending digital skills training, especially in the form of hands-on (classroom-based), or mixed (hybrid), training. They were also aware of the significance of lifelong learning in terms of keeping abreast of current educational technology. Although the study shows a certain degree of fundamental digital readiness among educators, it is basically the systemic guidance and better-founded area-specific preparation that is critical in closing the gap between the digital availability and innovation in the classroom environment. Some of the major recommendations were to enhance ICT infrastructure, continuous training on the basis of need and support institutional effectiveness to promote a lasting process of the integration of ICT in education.