Digital Technology Integration in Teaching and Learning Among Teachers in Kedah, Malaysia

Abstract

Integrating digital technology in education is essential for preparing students with 21st-century skills, yet its implementation varies across regions. In Malaysia, national policies such as the Malaysia Education Blueprint (2013-2025) and the Digital Education Policy (2023) emphasize digital transformation in teaching and learning. However, research on regional disparities, particularly in Kedah, remains limited. This study examines the extent of digital technology integration among teachers in Kedah and identifies demographic and professional factors influencing its adoption. A two-phase research design was employed: Phase 1 involved translating, adapting, and validating the EFL Teachers' Actual Integration of ICT Questionnaire into Malay, resulting in the Skala Integrasi Digital dalam PdP (SIDP), a culturally relevant assessment tool. Phase 2 comprised a large-scale quantitative survey of 15,061 teachers across Kedah, analyzed using descriptive statistics and multiple logistic regression. Findings indicate that 90.4% of teachers achieved a satisfactory level of digital integration, with female teachers and those in Social Sciences, Islamic Education, and TVET fields more likely to integrate technology effectively. Neither rurality nor age significantly influenced digital adoption, but special education teachers exhibited lower integration levels, highlighting the need for targeted support. This study underscores the necessity for context-specific interventions, digital literacy training, and evidence-based policymaking to enhance technology integration in education. The validated SIDP provides a reliable tool for future assessments, ensuring continued progress in Malaysia’s digital education landscape.