Technology integration functioned as both an enabler and a disruptor of academics' professional identities¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Technology enhanced pedagogical possibilities while simultaneously intensifying professional pressures and identity negotiation. → Folabit 2026

Evidence¶

Folabit 2026¶

Folabit, N. L., & Jita, L. C. (2026). Academics’ (Re) construction of teacher identities in the context of technology integration at a South African university. Education Tech Research Dev. https://doi.org/10.1007/s11423-026-10708-w

q2 · i? · qualitative · r2

Authors' synthesis of the interview findings across both research questions. Participants reported renewed engagement and enhanced pedagogical effectiveness through digital methods alongside workload, disengagement, and technical challenges.

"Therefore, technology emerged as both an enabler and a disruptor: it enhances pedagogical possibilities while simultaneously intensifying professional pressures and identity negotiation."

Discussion¶

Related Claims¶

• AI-augmented instructional design creates tensions between generative affordances and student agency, identity, and academic integrity — related
• Technical difficulties disrupted teaching routines and produced role conflict in academics' professional identities — a narrower finding that bears on this claim
• Technology integration expanded academics' workload, producing identity tension and emotional labour — related