Transitioning from Printed to Digitized Self-Learning Modules: Challenges Encountered by Teachers

This study aimed to explore the challenges encountered by teachers in transitioning from printed to digitized self-learning modules. A multiple case study was employed to investigate the challenges, coping mechanisms, and lessons learned by teachers during this pivotal transition phase, shedding light on the complexities and nuances of adopting digital self-learning modules in educational settings. A purposive sampling technique was used to identify the four participants. The data were gathered through in-depth interviews. Findings revealed that teachers faced diverse challenges during the transition, including a lack of technical resources, a need for professional development, digital deficiency, as well as unequal access to technology, difficulties with student engagement, and inability to balance digital entertainment. To address these challenges, their coping mechanisms included flexibility and adaptability, positive thinking, openness to change, and peer mentoring. The lessons they learned focused on professional growth, instructional innovation, required commitment and dedication, promoting sustainability and efficiency, and embracing digitization to enhance learning. Furthermore, the emerging themes across cases highlight the value of a collaborative approach in digital education transitions, which could be incorporated into policy frameworks to support continuous professional learning and the development of digital infrastructure. This study emphasized that effective digital transformation in education is not merely about technology but also about building a culture of resilience, adaptability, and mutual support among teachers.