Teachers' Perspectives on Digital Transformation and Hybrid Models in English Language Education

Abstract

This study investigates educators' responses to digital transformation and the challenges and opportunities posed by the hybrid learning model. Drawing from a sample of 100 instructors in Multan's Federal Government schools, the research underscores the imperative for robust teacher training programs aimed at enhancing proficiency in the evolving landscape of hybrid learning. The study advocates for continuous training initiatives and proposes policies mandating up-to-date technology integration training for all teachers. In an era marked by technological revolutions, the research emphasizes the growing dependence on digital systems, calling for official endorsement and support of research in hybrid learning and digital transformation. Such initiatives seek to optimize technology utilization within classrooms, fostering competence in the hybrid learning model and cultivating a more resilient and adaptable education system. Ultimately, understanding and addressing teachers' perspectives on hybrid learning and digital transformation are deemed crucial for creating an educational environment that excels in an increasingly digital world.