DESIGNING DIGITAL LEARNING FRAMEWORKS FOR PAKISTANI SCHOOLS: A PRACTICAL APPROACH
Beaconhouse Head Office Pakistan
OSHAssociation UK, Superior University Pakistan https://orcid.org/0000-0001-6567-5963
Universitas Brawijaya
UiTM Cawangan Kelantan Malaysia
DOI:
https://doi.org/10.56943/jssh.v4i4.871The integration of digital technologies into education has emerged as a transformative strategy for addressing challenges in Pakistani private schools. This research investigates the effectiveness of digital tools in designing inclusive and impactful learning plans, employing theoretical frameworks such as TPACK, SAMR, and the 5E instructional model. The study examines how these tools enhance curriculum delivery and student engagement, with a specific focus on platforms like Padlet, Nearpod, and FigJam. This qualitative research utilised a sample of 20 Grade 2 students and 31 teachers from private schools, chosen for their established yet diverse technological infrastructure. The mixed-methods approach included surveys, semi-structured interviews, and classroom observations to evaluate the application and impact of digital technologies. The study also explored how these tools align with educational objectives and cater to varying learner needs. Key findings reveal that digital technologies significantly enhance collaboration, critical thinking, and differentiated learning experiences, particularly benefiting visual and auditory learners. However, challenges such as inconsistent internet access, limited resources, and varying teacher competencies were identified. The research proposes actionable strategies to address these barriers, including professional development for educators, improved infrastructure, and tailored digital solutions. This study highlights the critical role of digital tools in fostering scalable and inclusive learning environments. It underscores the need for sustained investment in technology integration and teacher training to ensure equitable access and maximise the potential of digital education in resource-constrained contexts. Future implications suggest adopting innovative models and policies to bridge digital divide and enhance learning outcomes across diverse educational settings.
Keywords: Digital Technologies Inclusive Education Pakistani Private Schools SAMR Model TPACK Framework
Abid, T., Zahid, G., Shahid, N., & Bukhari, M. (2021). Online Teaching Experience during the COVID-19 in Pakistan: Pedagogy–Technology Balance and Student Engagement. Fudan Journal of the Humanities and Social Sciences, 14(3), 367–391. https://doi.org/10.1007/s40647-021-00325-7
Ahmed, U. (2024). Navigating Digital Era Challenges: Resilience Among Educators in Sindh (Pakistan). Journal of Asian Development Studies, 13(3), 1059–1067. https://doi.org/10.62345/jads.2024.13.3.86
Bloom, B. S. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. In New York: McKay. Longmans, Green.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Bruner, J. S. (1977). The Process of Education (Revised Edition). Harvard University Press.
By, D. L., & Ros, D. P. (2024). THE CORRELATIONAL STUDY OF ARTIFICIAL INTELLIGENCE IN EDUCATION ON STUDENTS’ OUTCOMES. Journal of Social Sciences and Humanities, 1–21. https://doi.org/10.56943/jssh.v3i4.615
Creswell, J. W., & Clark, V. L. P. (2017). Designing and Conducting Mixed Methods Research. SAGE Publications Ltd.
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (Sixth). SAGE Publication, Inc.
Dewey, J. (1938). Experience And Education. Kappa Delta Pi.
Ertmer, P. A., & Ottenbreit-Leftwich, A. (2013). Removing obstacles to the pedagogical changes required by Jonassen’s vision of authentic technology-enabled learning. Computers & Education, 64, 175–182. https://doi.org/10.1016/j.compedu.2012.10.008
Kendon, D. T., & Anselmo, L. (2022). SAMR and TPACK: Two models to help with integrating technology into your courses | Resource Library | Taylor Institute for Teaching and Learning . University of Calgary. https://taylorinstitute.ucalgary.ca/resources/SAMR-TPACK
Kolb, D. A. (2015). Experiential learning: Experience as the Source of Learning and Development. In Pearson FT Press (Second Edition). Pearson Education, Incorporated.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/J.1467-9620.2006.00684.X
Msambwa, M. M., Daniel, K., & Lianyu, C. (2024). Integration of information and communication technology in secondary education for better learning: A systematic literature review. Social Sciences & Humanities Open, 10, 101203. https://doi.org/10.1016/j.ssaho.2024.101203
Panigrahi, A. R., Pany, S., & Mishra, R. J. (2025). Technological pedagogical and content knowledge (TPACK) in school education: Analysis of research Trends. International Journal of Humanities and Education Research, 7(1), 601–611. https://doi.org/10.33545/26649799.2025.v7.i1g.199
Ros, D. P., & Loeung, D. B. (2025). ANALYZING THE IMPACT OF ARTIFICIAL INTELLIGENCE ON JOB ROLES, SKILLS REQUIREMENTS, AND EMPLOYMENT PATTERNS. Journal of Social Sciences and Humanities, 72–90. https://doi.org/10.56943/jssh.v4i1.699
Rose, D., & Meyer, A. (2024). Teaching Every Student in the Digital Age: Universal Design for Learning. CAST. https://www.cast.org/resources/tips-articles/teaching-every-student-in-the-digital-age-universal-design-for-learning/
Sain, Z. H., & Anggraini, I. F. (2024). Exploring the impact of blended learning in Pakistani higher education institutions. International Conference on English Teaching and Learning Issues. https://www.researchgate.net/publication/379335615_Exploring_the_impact_of_blended_learning_in_Pakistani_higher_education_institutions
Tomlinson, C. A. (2014). Differentiated instruction. In Critical issues and practices in gifted education: What the research says. Prufrock Press Inc. https://psycnet.apa.org/record/2013-41470-015
Vygotsky, L. S., & Cole, M. (1978). Mind in Society: Development of Higher Psychological Processes. Harvard University Press.
Yaseen, H., Mohammad, A. S., Ashal, N., Abusaimeh, H., Ali, A., & Sharabati, A.-A. A. (2025). The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy. Sustainability, 17(3), 1133. https://doi.org/10.3390/su17031133
