The rapid expansion of the Information and Communication Technologies (ICTs) has transformed learners into digital learners, requiring teachers to integrate technology into their pedagogical approaches, where teachers’ attitudes, technological knowledge, and skills play a significant role in its effective integration. From this perspective, the current study presents teachers’ perceptions regarding technology integration in their teaching-learning practices at all educational levels in light of the previous studies performed in the last 5 years in Pakistan. The findings reveal that teachers exhibit positive perceptions regarding technology integration in teaching-learning practices. They believe that technology-incorporated teaching assists them in enhancing their instructional practices effectively, making the learning process exciting and interactive, and keeping learners motivated. Regarding barriers, the slow speed of the internet, load shedding, lack of infrastructure, online teaching experience, and training were reported as the main obstacles that hinder teachers from effective integration of ICT into their teaching practices. Accordingly, the study findings suggest that concerned authorities should set clear and effective policies to make efficient use of ICT by allocating a sufficient budget and ensuring all necessary facilitation (e.g., ICT infrastructure, tools, software, internet, and labs) in all educational institutions. Furthermore, particular attention should be devoted to supplying adequate opportunities for the career development of teachers in developing technological competencies, which help them successfully use ICT in their instructional practices.

The COVID-19 pandemic significantly shifted education from traditional to an online version, which was an emergent state for teachers and students. The substantive situation thus raises the importance of technology integration in education, and teachers are required to update their competencies, respectively. In this regard, the study assessed online teaching competencies of faculty members following, technological pedagogical content knowledge (TPACK) model. Closed-ended surveys were employed for quantitative analysis of randomly selected 256 faculty members from public universities in Karachi, Pakistan. Results indicated that teachers possessed adequate levels of knowledge across all the domains of TPACK. The highest competency was obtained by content knowledge (CK), while technological knowledge (TK) was reported at the lowest level. Furthermore, a significant difference was noted in terms of gender and teaching experience. Correspondingly, the study proposes that the TPACK model should be employed in the professional development programs to develop teachers’ TPACK for integrating information communication and technology in the pedagogical practices. The findings of the study present a constructive overview of teachers’ digital competencies and technology use in teaching and learning in the time of the COVID-19 and also play a significant role in the integration of technology in the post-pandemic time in higher education. The study also suggests relevant educational authorities and policymakers for assessing and enhancing the technological competencies of teachers for quality online education.

Artificial intelligence (AI) has undergone considerable advancement in the contemporary period and represents an emerging technology in higher education. Cultural contexts significantly shape individuals’ perceptions, attitudes, and behaviors, particularly in the realm of technology acceptance. By adopting a cross-cultural lens, this research explores the potential variations across Chinese and international students from diverse countries in terms of attitudes and their behavioral intentions toward AI use. With a technology acceptance model (TAM) framework, the research used a survey approach, employing questionnaires as the primary means of data collection. The data were then analyzed through structural equation modeling and descriptive statistics. A substantial discrepancy was found in the prevalence, attitudes, and behavioral intentions toward AI use between Chinese and international students. Findings further revealed a stronger effect of perceived ease of use on both attitudes and behavioral intentions among international students compared with their Chinese counterparts. Findings suggest that cultural backgrounds and prior technological exposure play intricate roles in shaping perceptions of AI technology. The study emphasizes the need for tailored educational strategies to regulate diverse cultural perspectives, provide language-specific support, and ensure user-friendly interfaces. These insights contribute to the evolving discourse on technology acceptance in higher education and offer practical implications for educators and institutions toward optimizing AI integration in pedagogical practices.

Strengthening online learning outcomes requires the establishment of strong student-teacher relationships to engage students actively in learning activities. Teacher-student relationships are also pivotal factors for enhancing academic motivation for online learning engagement. Generally, however, research on online teaching remains underdeveloped. We aimed, in this study, to investigate the complex interplay in higher education in Pakistan between teacher-student relationships, academic motivation, and online learning engagement. We used Self-Determination Theory to frame an exploration of the impact of positive teacher-student relationships as mediated by intrinsic or extrinsic academic motivation on students’ engagement in online learning activities. We administered a student self-report questionnaire to 437 participants from diverse universities in Sindh province. Using Structural Equation Modeling, we confirmed a model fit in which there were positive correlations between teacher-student relationships and students’ online learning engagement; and between students’ intrinsic and extrinsic academic motivations and their on line learning engagement. Our findings emphasized the need for communication, personalized support, and a sense of belonging in virtual education. Moreover, our findings revealed the mediating role of students’ intrinsic and extrinsic academic motivation in teacher-student relationships, highlighting the nuanced dynamics of academic motivation in the virtual learning environment, with intrinsic motivation having the greatest mediating impact in the relationship between teacher-student relationships and on line learning engagement. Our study’s practical implications include a need for professional educators to foster positive teacher-student relationships and integrate student motivational elements into online course design.

Keeping in view the basic necessity of the time, integrating Information and Communication Technology (ICT) in teaching-learning practices has become an integral part of higher education. In relation to English as a foreign language (EFL) learning, several forms of interactive platform have been applied to enhance students’ engagement, interest and learning satisfaction. Likewise, this quasi-experimental study was designed to investigate the role of ClassPoint tool integrated activities in strengthening e-learning satisfaction of undergraduate female EFL learners in Saudi Arabia. The intervention, i.e., the ClassPoint tool-integrated instruction for the experimental group, lasted for around a month, whereas the students from the controlled group received non-ClassPoint integrated instructions. Subsequently, the data from both groups was analyzed statistically via a t-test. Based on the analysis, the use of ClassPoint tool activities showed a significant increase in the e-learning satisfaction enrichment of EFL learners compared to the non-ClassPoint traditional instruction. Therefore, the study suggests using the ClassPoint tool at all educational levels in all modes of learning to keep learners stay engaged, motivated, and satisfied with their learning.