The Lived Experiences of Seasoned Teachers Teaching in the Digital Age

Abstract

This study explored the lived experiences of seasoned teachers in adapting to the demands of teaching in the digital age, focusing on the challenges they encounter, coping strategies they employ, and support systems that facilitate their transition. Using a qualitative phenomenological approach, data were gathered through in-depth interviews and analyzed thematically. Findings revealed that teachers experienced technological, emotional, and instructional challenges, including limited digital literacy, increased workload, and classroom management difficulties. Despite these, they demonstrated resilience through self-directed learning, collaboration, and participation in professional development. Support systems such as peer collaboration, institutional guidance, and access to resources played a vital role in enhancing their adaptability. The study concludes that successful adaptation is a continuous process influenced by individual effort and systemic support, highlighting the importance of capacity-building programs and improved infrastructure to sustain effective teaching in the digital era.