TEACHERS’ READINESS AND PRACTICES REGARDING TECHNOLOGY-SUPPORTED URDU LANGUAGE INSTRUCTION IN PAKISTANI SCHOOLS

Abstract

            In this study, the level of preparedness and practices of teachers in relation to technology based Urdu language teaching in Pakistani schools were studied. The quantitative research with cross sectional survey design method was used and the data were collected from 483 Urdu language teachers using a structured questionnaire that comprises the following factors: digital competence, technological self-efficacy, attitudes toward technology, pedagogical preparedness, institutional support, pedagogical practice, and barriers perceived by teachers. Descriptive statistics, independent-samples t tests, one-way ANOVA, Pearson correlation, multiple regression and structural equation modeling were used. The results showed that the overall readiness of the teachers was of moderate level, technology supported Urdu teaching practices were also moderate, however, attitudes towards technology was comparatively high. Preparation and classroom use of technology increased readiness and practices. Pedagogical preparedness was the most important factor in predicting technology integration, while perceived barriers negatively predicted technology implementation. The structural model showed a high correlation between teacher readiness and use of technology in teaching Urdu. The findings point towards the necessity of training, strengthening digital infrastructure, and providing Urdu-based educational materials.