Evaluating the digital transformation in health sciences education: a thematic analysis of higher education teachers’ perspectives

The rapid shift to digital-based education has profoundly influenced pedagogical approaches in health sciences higher education. This transformation has prompted a critical re-evaluation of digital pedagogy to improve learning effectiveness and adapt to emerging educational realities. This study explored the perspectives of health sciences teachers on digital pedagogy in higher education, with a specific focus on their adaptation to and perception of integrating digital technologies in pedagogical processes. A qualitative research design utilizing thematic analysis was employed. The study involved twenty health sciences teachers in higher education institutions through four focus group sessions. Data were analysed using thematic analysis. Three main themes were identified: (1) Digital transformation in education, (2) Educational efficacy and evolution, and (3) Overcoming barriers and embracing opportunities. These themes have shown that the introduction of technology is closely linked to pedagogical innovation, as digital tools have transformed educational practise by enabling more interactive, flexible and learner-centred approaches. Additionally, they highlighted the challenges of integrating new technologies into existing educational frameworks. Digital pedagogy in health sciences education remains a dynamic field that demands continuous adaptation and development. To effectively integrate digital tools, teachers need robust support through professional development. This support is essential for creating engaging, inclusive, and effective learning environments. Addressing technological disparities and enhancing digital literacy are critical for fully harnessing the potential of digital education.