Challenges in digital classrooms: evaluating teachers' perspectives through analytic hierarchy process

The present study attempts to identify the critical challenges encountered by teachers of Higher Educational Institutions (HEIs) in digital classrooms. A framework of 13 challenges is proposed which are categorised under 5 key dimensions, i.e., 'institute-related challenges', 'technology-related challenges', 'teaching-related challenges', 'student-related challenges' and 'teachers' personal challenges'. To prioritise these challenges, the study employs the Analytic Hierarchy Process (AHP) technique, which is a Multi-Criteria Decision-Making (MCDM) methodology. Pair-wise comparison data, collected from 52 teachers across three HEIs in Delhi (India), is used to calculate the relative weights of challenges. Through a structured and quantitative analysis of the proposed challenges using AHP, the study provides objective insights into their relative importance. The findings of the study indicate that the teachers consider 'teaching-related challenges' and 'technology-related challenges' to be the biggest challenges while using digital classrooms. The findings are significant in guiding policy-makers and HEIs in addressing the most critical barriers to effective digital teaching and ensuring better integration of technology in higher education.