<scp>EFL</scp> Teachers' Ecological Barriers to Integrating Informal Digital Learning of English

Abstract This study examined the ecological challenges teachers faced in integrating Informal Digital Learning of English (IDLE) among 159 in‐service Hong Kong EFL teachers from 2019 to 2024. Analysis of 470 entries revealed that 50% of the challenges stem from exo‐system factors (e.g., heavy workloads), 23% were from macro‐system factors (e.g., examination‐focused education system). Individual factors (e.g., inadequate pedagogical skills) represented 15%, meso‐system factors (e.g., parental disapproval) made up 8%, and micro‐system factors (e.g., varied learner styles) constituted 4%. With 73% of challenges rooted in exo‐ and macro‐system levels, the study highlights the urgent need for policy changes and administrative support.