Teachers as Digital Facilitators: Analysing ICT Integration Levels and Pedagogical Shifts in Nashik’s Colleges

Abstract

The study analyses the ‘acceptance’, pedagogical changes, and challenges regarding ICT integration by college teachers in Nashik, Maharashtra. As per India’s National Education Policy (NEP), 2020, a digital paradigm shift in learning is a necessity. This study identifies the gaps in ICT adoption in per-urban higher educational institutions. 356 faculty members from various colleges filled out the quantitative surveys while participating in qualitative interviews aiming to understand the complexities of institutional frameworks and the use of innovations in teaching in information technologies. The study adapts the TPACK model and SAMR model of ICT implementation to uncover the impacts of digital technologies on teaching and identify structural barriers to integration.