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<p>This study examines the effects of interactive and collaborative digital training applications on teachers' academic performance, utilizing the Technology Acceptance Model and collaborative learning theories. A total of 219 government school computer teachers participated in an online training program through Microsoft Teams, employing a mixed-methods approach that included quantitative data from public sector school computer teachers in Pakistan, alongside qualitative insights from 20 teachers engaged in post-reflection sessions through semi-structured interviews. Using structural equation modeling (SEM), The findings support the hypothesis that perceived ease of use, usefulness, and enjoyment positively influence the adoption of digital training tools. Furthermore, self-regulated learning significantly enhanced collaborative learning practices among teachers. In comparison, interaction with facilitators' peers impacted collaborative learning significantly. Additionally, the study demonstrated that using digital training tools significantly contributes to collaborative learning, which positively affects academic performance, exhibiting a 64% enhancement in educational outcomes. The research highlights collaborative digital training as the best solution for improving teacher preparation in Pakistan and supports the digital learning platforms for future teachers' professional development.</p>

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Transforming teacher education through collaborative digital innovations: An empirical study of teachers'perceptions and experiences

  • 期刊论文

  • 发表日期：

    2025年5月3日

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  • Nisar Ahmed Dahri,
  • Noraffandy Yahaya,
  • Muhammad Saleem Vighio

摘要

This study examines the effects of interactive and collaborative digital training applications on teachers' academic performance, utilizing the Technology Acceptance Model and collaborative learning theories. A total of 219 government school computer teachers participated in an online training program through Microsoft Teams, employing a mixed-methods approach that included quantitative data from public sector school computer teachers in Pakistan, alongside qualitative insights from 20 teachers engaged in post-reflection sessions through semi-structured interviews. Using structural equation modeling (SEM), The findings support the hypothesis that perceived ease of use, usefulness, and enjoyment positively influence the adoption of digital training tools. Furthermore, self-regulated learning significantly enhanced collaborative learning practices among teachers. In comparison, interaction with facilitators' peers impacted collaborative learning significantly. Additionally, the study demonstrated that using digital training tools significantly contributes to collaborative learning, which positively affects academic performance, exhibiting a 64% enhancement in educational outcomes. The research highlights collaborative digital training as the best solution for improving teacher preparation in Pakistan and supports the digital learning platforms for future teachers' professional development.