Contradictions and strategies: an evaluative case study of digital technology use in a UK land-based educational institution through the lens of Cultural Historical Activity Theory

Integrating digital technologies profoundly shapes educational practices and institutional operations, reflecting broader societal shifts toward digitalisation. However, research is still developing on the use of digital technologies by faculty members in educational institutions, particularly in UK land-based educational settings. Challenges remain in understanding the full scope of the effects of digital technologies and to identify gaps in existing research. This study aims to analyse the connections between faculty members, technological tools, institutional policies, and the broader educational community. Data were collected using semi-structured interviews. Thematic analysis was used to identify recurring patterns and contradictions in the data. Institutional policy documents were used to analyse documents, interview data, and provide background data. The findings revealed key challenges, such as mismatched digital tools, lack of teacher support, and conflicting institutional policies. These findings underscore the potential of resolving systemic contradictions to enhance technology-enhanced learning practices by fostering smoother technology adoption among faculty members, improving student engagement, and creating more inclusive online learning environments. This study contributes to the existing literature by shedding light on these contradictions and proposing strategies to address them, thereby enhancing the integration of digital technology in education.Keywords: contradictions and strategies; evaluative case study; digital technology use; UK land-based educational institutions; CHATPart of the Special Issue Activity theory in technology enhanced learning research (part 2) <https://doi.org/10.21428/8c225f6e.a88579e2>