Exploring Key Factors in Faculty Professional Development Programs for Seamless Integration of Modern Technology

Abstract

This study investigates the relationships between faculty use of new technologies and professional development programs. Within the framework of a shifting educational landscape, this study aims to identify the specific characteristics that lead to successful technology integration in this unique setting. A qualitative technique was used in the process, which involved interviewing 86 participants, administrators and faculty members from 12 Ugandan universities. Key elements of successful integration were identified through thematic analysis. These elements included infrastructure and accessibility, incentives and recognition, customization and relevance, hands-on learning opportunities, continuous support mechanisms, flexibility and adaptability, institutional leadership and culture, and evaluation and feedback mechanisms. The results are consistent with international literature highlighting the significance of incentives, efficient assessment, sufficient infrastructure, and customized, useful, and ongoing support in professional development initiatives. The study provides insightful information about the unique requirements and difficulties experienced by faculty members, illuminating tactics for maximizing the uptake of technology. This study is significant for educators, administrators, and policymakers in education who want to improve the effectiveness of professional development programs in higher education. Through an understanding of the factors that influence faculty adoption of technology, academic institutions can design initiatives that support faculty innovation and technological competency, improving the learning environment for both teachers and students.