Analysis of the Lived Experiences of Social Studies Teachers in Iraq Regarding the Integration of Digital Technology in Education

Abstract

Today, technologies are evolving at an unprecedented pace, profoundly impacting the field of teaching and learning. The aim of this study is to analyze the lived experiences of social studies teachers in Iraq regarding the integration of digital technology into education. This research is applied in terms of its objective and qualitative in terms of its method, and it was conducted using a phenomenological approach. The statistical population of the study included all social studies teachers in Iraq who had experience with virtual teaching during the academic years 2022–2024. The researchers employed purposive and snowball sampling methods to select participants, and theoretical saturation was achieved through 20 semi-structured interviews. The interviews were analyzed using Colaizzi’s method. The findings from the interviews were categorized into 95 initial conceptual codes, 14 subthemes, and 4 main themes. These main themes include: (1) infrastructures and educational-technological needs; (2) challenges and issues related to virtual teaching and learning; (3) individual learning needs and differences among students; and (4) creative planning and assessment in education. The integration of technology into education led to enhanced quality and improved access to learning experiences. Through the use of technology, teachers were able to deliver educational content in interactive and engaging ways, ultimately increasing student participation and fostering deeper learning. Furthermore, technology can facilitate personalized learning experiences tailored to students' individual needs and learning paces. However, for the successful integration of technology into education, appropriate support from administrators and investment in infrastructure are essential.