The Utilization of Digital Tools in the Classroom: A Phenomenological Study of University Educators' Experiences

Abstract

With an emphasis on their personal experiences, this qualitative study investigates
how college instructors incorporate digital resources into their lesson plans. The study
explores the kinds of digital tools used, perceived advantages, difficulties, and methods
for getting beyond obstacles to successful technology integration, all while adhering
to a phenomenological research style. Three university-level instructors from Drabya
Shah Multiple Campus in Gorkha, Nepal, participated in semi-structured interviews.
The use of digital tools in the classroom, the advantages of digital integration, the
difficulties faced by teachers, adaptive strategies, institutional support, and the necessity
of policy and curriculum alignment were the six main themes that emerged from the
data analysis using thematic analysis (Braun & Clarke, 2006).
Results show that although digital tools improve accessibility, engagement, and
the effectiveness of education, teachers still have to deal with severe infrastructure
constraints, uneven internet connection, device inequalities, and a lack of proper
training. Through individual endeavors, teamwork, and calculated adjustments,
participants showed resilience in spite of these limitations. By emphasizing the need
for systemic changes in institutional infrastructure, teacher preparation programs, and
educational policies to guarantee sustainable technology integration, the study adds
to the conversation on digital pedagogy. Teachers, organizations, and legislators are
given suggestions on how to promote the equitable and purposeful use of digital tools
in higher education environments.