Digital Integration Insights: Exploring Highlights and Challenges of Numeracy Lecturers in Higher Education

Abstract

The pervasive influence of digital technology continues to bring about significant changes in higher education (HE). In the case of numeracy modules, lecturers find themselves at a crossroads of tradition and innovation. Here, they must navigate a complex terrain where students require support in foundational aspects of numeracy proficiency and the rapidly changing aspects of technological innovation to prepare them for the 4^th and 5th Industrial Revolutions. The Technological Pedagogical Content Knowledge (TPACK) framework and the Substitution, Augmentation, Modification, and Redefinition (SAMR) model, along with Bloom’s Digital Taxonomy and constructivist learning theories provide a valuable theoretical framework for this study to examine critical factors encountered in integrating digital technology and numeracy in the context of a South African private HE Institution. Employing a qualitative methodology, this study investigates the dynamic intersection between teaching and learning, assessment strategies, digital technologies, and numeracy education in the digital age. Fifteen semi-structured interviews explore lecturers' experiences navigating this intersection. Highlights and challenges when integrating digital technology into pedagogical strategies are identified and explored. Findings highlight the potential for integrated technologies to enhance students’ analytical thinking and develop confidence in their ability to use digital tools. Contributing factors facilitating digital technology integration, such as innovative teaching strategies, active learning methodologies, and ongoing professional development, are identified. Numerous challenges to integrating technology exist, far surpassing the number of highlights, even in the presence of facilitating factors. Challenges are linked to the nature of numeracy modules, student engagement, infrastructure, skills, time limitations, and improper use of Artificial Intelligence (AI). There is a pressing need to continuously upskill lecturers and students for success in the digital age, and for a highly intentional approach to technology integration. This study will interest a range of academic stakeholders, including lecturers, information specialists, educational technologists, and teaching and learning specialists.