چكيده به لاتين
The study explores the pedagogical beliefs of Iraqi university instructors and their influence on teaching and technology integration in higher education. Using a quantitative approach, data was collected from 49 instructors across public universities in Iraq via a structured questionnaire. Results show alignment with student-centered pedagogies, with 80% strongly agreeing that active engagement enhances learning. However, traditional views persist, with 55% identifying as knowledge transmitters. Regarding technology adoption, 89% acknowledged its importance in modern teaching, yet only 18% expressed strong confidence in using it. Tools like learning management systems (51.9%) and multimedia presentations (46.9%) saw moderate use, while barriers such as inadequate infrastructure (82%), unreliable internet (82%), and insufficient training (88%) hindered broader adoption. Facilitators included administrative support (86%), technical assistance (92%), and positive faculty attitudes (92%). Professional development programs were critical enablers, with two-thirds of respondents participating. However, only 31% rated these programs as very effective, underscoring the need for more practical, targeted training. The reliance on self-reported data and the absence of qualitative insights limit the depth of the findings, and future research should address these gaps to provide a more holistic understanding. Despite these limitations, the study highlights the practical implications for fostering progressive teaching practices and effective technology integration through institutional support, tailored professional development, and investment in infrastructure.
