EFL TEACHERS’ COGNITION ON TECHNOLOGY INTEGRATION IN ENGLISH LANGUAGE TEACHING AT THE UNIVERSITY LEVEL IN PAKISTAN

Abstract

This study examines university-level EFL teachers’ cognition concerning technology integration in English language teaching (ELT) in Pakistan. It investigates how teachers' beliefs, knowledge, attitudes, and contextual factors influence their instructional decisions regarding educational technology. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework, the study employs qualitative data from semi-structured interviews with EFL faculty members. The findings reveal a complex interplay between institutional constraints, teacher beliefs, and digital competence. The study highlights both the potential and challenges of technology adoption in Pakistani higher education and proposes recommendations for professional development and policy support.