Academics’ (Re) construction of teacher identities in the context of technology integration at a South African university

The integration of technology into higher education is compelling academics to redefine their professional identities and pedagogical approaches, shifting towards more interactive and student-centred teaching. This transition, observed in a South African university context, necessitates continuous adaptation to digital tools, multimedia, and data analytics. While fostering innovation, it also creates identity tensions for educators as they navigate evolving roles and skill requirements.

The evolving role of technology in educational delivery fundamentally alters the professional landscape for educators, impacting instructional quality and institutional agility. Understanding these identity shifts is critical for developing supportive frameworks that ensure effective technology adoption and maintain educator well-being and retention across the sector.

Technology integration in higher education is driving the re-construction of academic professional identities.

Forward consideration, not a verified fact.