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Digital Pedagogy in Indian Higher Education: Faculty Perspectives

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Title: Digital Pedagogy in Indian Higher Education: Faculty Perspectives
Language: English
Authors: Divneet Kaur, Shikha Rana, Nishant Chaturvedi, Shalini Bahuguna Bachheti, Vinay Punia
Source: Electronic Journal of e-Learning. 2026 24(2):94-111.
Availability: Academic Conferences Limited. Curtis Farm, Kidmore End, Nr Reading, RG4 9AY, UK. Tel: +44-1189-724148; Fax: +44-1189-724691; e-mail: info@academic-conferences.org; Web site: https://academic-publishing.org/index.php/ejel/index
Peer Reviewed: Y
Page Count: 18
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Foreign Countries, Higher Education, College Faculty, Teacher Attitudes, Technology Uses in Education, Educational Technology, Technology Integration, College Role, Access to Computers, Faculty Development, Teacher Collaboration, Barriers, Training, Technical Support, Faculty Workload, Self Efficacy
Geographic Terms: India
ISSN: 1479-4403
Abstract: The rapid digitalization of higher education has significantly reshaped teaching and learning practices worldwide; however, the adoption of digital pedagogy among university teachers remains uneven, particularly in developing contexts such as India. This study examines the lived experiences of Indian university teachers in adopting digital pedagogy and explores the factors influencing this process within higher education institutions. Using a qualitative research design, the study employs Interpretative Phenomenological Analysis to develop an in depth understanding of how teachers perceive, experience, and make sense of digitally mediated teaching practices. Data were collected through semi structured interviews with university teachers representing diverse disciplinary backgrounds and institutional settings. The analysis followed a systematic and iterative IPA approach to identify emergent themes grounded in participants' narratives. The findings indicate that digital pedagogy adoption is shaped by a dynamic interplay of institutional, technological, and personal factors. Institutional support structures, availability of digital infrastructure, access to professional development opportunities, and collaborative peer environments emerged as key enablers of adoption. In contrast, challenges such as inadequate training, inconsistent technical support, increased workload, infrastructural disparities between institutions, and varying levels of digital confidence among teachers were identified as persistent barriers. The study further highlights the central role of teachers' beliefs, attitudes, and perceived pedagogical value of digital tools in determining the depth and sustainability of digital pedagogy integration. By foregrounding faculty perspectives, this research contributes to the limited qualitative literature on digital pedagogy adoption in Indian higher education and extends existing scholarship beyond technology acceptance oriented explanations. The study supports e learning practice by offering context specific recommendations related to faculty training, institutional policy, and digital readiness. By emphasizing teachers' lived experiences, the findings advance understanding of digital pedagogy as a socially situated and contextually embedded practice, providing a foundation for inclusive and sustainable digital transformation in higher education. The insights generated offer important implications for higher education leaders and policymakers seeking to strengthen digital capacity and enhance teaching quality in evolving educational environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504757
Database: ERIC
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  Data: Digital Pedagogy in Indian Higher Education: Faculty Perspectives
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  Data: <searchLink fieldCode="AR" term="%22Divneet+Kaur%22">Divneet Kaur</searchLink><br /><searchLink fieldCode="AR" term="%22Shikha+Rana%22">Shikha Rana</searchLink><br /><searchLink fieldCode="AR" term="%22Nishant+Chaturvedi%22">Nishant Chaturvedi</searchLink><br /><searchLink fieldCode="AR" term="%22Shalini+Bahuguna+Bachheti%22">Shalini Bahuguna Bachheti</searchLink><br /><searchLink fieldCode="AR" term="%22Vinay+Punia%22">Vinay Punia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Electronic+Journal+of+e-Learning%22"><i>Electronic Journal of e-Learning</i></searchLink>. 2026 24(2):94-111.
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22College+Role%22">College Role</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Collaboration%22">Teacher Collaboration</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Training%22">Training</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Support%22">Technical Support</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Workload%22">Faculty Workload</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22India%22">India</searchLink>
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  Data: 1479-4403
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  Data: The rapid digitalization of higher education has significantly reshaped teaching and learning practices worldwide; however, the adoption of digital pedagogy among university teachers remains uneven, particularly in developing contexts such as India. This study examines the lived experiences of Indian university teachers in adopting digital pedagogy and explores the factors influencing this process within higher education institutions. Using a qualitative research design, the study employs Interpretative Phenomenological Analysis to develop an in depth understanding of how teachers perceive, experience, and make sense of digitally mediated teaching practices. Data were collected through semi structured interviews with university teachers representing diverse disciplinary backgrounds and institutional settings. The analysis followed a systematic and iterative IPA approach to identify emergent themes grounded in participants' narratives. The findings indicate that digital pedagogy adoption is shaped by a dynamic interplay of institutional, technological, and personal factors. Institutional support structures, availability of digital infrastructure, access to professional development opportunities, and collaborative peer environments emerged as key enablers of adoption. In contrast, challenges such as inadequate training, inconsistent technical support, increased workload, infrastructural disparities between institutions, and varying levels of digital confidence among teachers were identified as persistent barriers. The study further highlights the central role of teachers' beliefs, attitudes, and perceived pedagogical value of digital tools in determining the depth and sustainability of digital pedagogy integration. By foregrounding faculty perspectives, this research contributes to the limited qualitative literature on digital pedagogy adoption in Indian higher education and extends existing scholarship beyond technology acceptance oriented explanations. The study supports e learning practice by offering context specific recommendations related to faculty training, institutional policy, and digital readiness. By emphasizing teachers' lived experiences, the findings advance understanding of digital pedagogy as a socially situated and contextually embedded practice, providing a foundation for inclusive and sustainable digital transformation in higher education. The insights generated offer important implications for higher education leaders and policymakers seeking to strengthen digital capacity and enhance teaching quality in evolving educational environments.
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    Languages:
      – Text: English
    PhysicalDescription:
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        PageCount: 18
        StartPage: 94
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Higher Education
        Type: general
      – SubjectFull: College Faculty
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Technology Integration
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      – SubjectFull: College Role
        Type: general
      – SubjectFull: Access to Computers
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      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Teacher Collaboration
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      – SubjectFull: Barriers
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      – SubjectFull: Training
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      – SubjectFull: Technical Support
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      – SubjectFull: Faculty Workload
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      – SubjectFull: Self Efficacy
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      – SubjectFull: India
        Type: general
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      – TitleFull: Digital Pedagogy in Indian Higher Education: Faculty Perspectives
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              Y: 2026
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