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<p>The Internet of Things (IoT) has emerged as a transformative tool for enhancing teaching and learning in education. This study examines English as a Foreign Language (EFL) instructors’ awareness, attitudes, and challenges regarding IoT integration into their curricula. Using a mixed-methods design, we collected quantitative survey data and open-ended qualitative responses from 385 EFL instructors across diverse educational levels. Data were analyzed through descriptive statistics, t-tests, ANOVA, and post-hoc tests. Findings reveal that EFL teachers demonstrate high awareness and positive attitudes toward IoT’s potential. However, implementation challenges such as inadequate training, limited money, and infrastructure deficiencies restrict uptake. Demographic study suggests that instructors in higher education, those with over 10&#xa0;years of experience, and those aged 55 + exhibit much better IoT knowledge. Qualitative feedback underscores supplementary issues, including expenses, inconsistent internet connectivity, data protection issues, and disparate student access to technology. Future research should explore IoT’s long-term impact on learning outcomes and broaden to diverse educator perspectives.</p>

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EFL teachers’ awareness of the Internet of Things in EFL education

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年8月19日

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  • Amr M. Mohamed,
  • Salah A. Alsharafi,
  • Hassen A. Jmaiel,
  • Saleem Mohd Nasim,
  • Artur Strzelecki

摘要

The Internet of Things (IoT) has emerged as a transformative tool for enhancing teaching and learning in education. This study examines English as a Foreign Language (EFL) instructors’ awareness, attitudes, and challenges regarding IoT integration into their curricula. Using a mixed-methods design, we collected quantitative survey data and open-ended qualitative responses from 385 EFL instructors across diverse educational levels. Data were analyzed through descriptive statistics, t-tests, ANOVA, and post-hoc tests. Findings reveal that EFL teachers demonstrate high awareness and positive attitudes toward IoT’s potential. However, implementation challenges such as inadequate training, limited money, and infrastructure deficiencies restrict uptake. Demographic study suggests that instructors in higher education, those with over 10 years of experience, and those aged 55 + exhibit much better IoT knowledge. Qualitative feedback underscores supplementary issues, including expenses, inconsistent internet connectivity, data protection issues, and disparate student access to technology. Future research should explore IoT’s long-term impact on learning outcomes and broaden to diverse educator perspectives.