Effective technology integration in higher education: a mixed-methods study of professional development

Abstract This mixed-methods study investigated the impact of technology integration professional development (PD) on faculty in Egyptian higher education. The research examined the effectiveness of some existing PD programs, identified barriers and facilitators to technology integration, and explored faculty perceptions and recommendations for improvement. Participants included 52 university faculty members from various educational disciplines who participated in a nationwide technology integration initiative. Data were collected through quantitative surveys, open-ended survey responses, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were analyzed using thematic analysis, integrated with word frequency analysis. The convergence of these datasets provided a robust and nuanced understanding of faculty needs and PD effectiveness. Key findings revealed a strong demand for practical, hands-on training that is directly applicable to specific teaching contexts and disciplines. Participants emphasized the need for PD to explicitly connect technology use to sound pedagogical principles and learning theories. Significant concerns were raised regarding the ethical implications of AI and the need for equitable access to technology. Faculty also expressed a desire for training on advanced features of learning management systems (LMSs) and for ongoing support and collaboration beyond the initial training. The study provides empirical support for extending the TPACK framework to include contextual and ethical knowledge. The findings emphasize the importance of designing PD programs that are context-specific, pedagogically grounded, ethically informed, and supported by sustained resources and communities of practice. Recommendations include developing discipline-specific training modules, incorporating more hands-on activities, addressing ethical concerns explicitly, and fostering ongoing support networks. This research contributes to the understanding of technology integration in a developing country context and offers practical guidance for improving PD initiatives in higher education.