THE TRANSFORMATION OF TEACHERS AS LEARNING FACILITATORS IN THE DIGITAL ERA

Abstract

The rapid advancement of Information and Communication Technology (ICT) has reshaped the educational landscape, driving a transformation in the teacher’s role from a traditional instructor to a learning facilitator in the digital era. This study aims to explore this transformation by examining shifts in learning paradigms, identifying challenges faced by teachers, evaluating strategies to address them, and analyzing the impact on student learning outcomes. A qualitative research approach was employed, with data collected through in-depth interviews with teachers who actively integrate technology into their teaching and through direct classroom observations of technology-based learning practices. The findings reveal that the transformation involves a significant shift from teacher-centered to student-centered learning, where teachers act as facilitators who promote active participation, collaboration, and independent learning. Major challenges identified include limited digital literacy, unequal access to technology among students, and adaptation difficulties to new pedagogical approaches. However, strategies such as continuous professional development, peer collaboration, and differentiated instruction have proven effective in overcoming these barriers. The results indicate that this transformation enhances students’ engagement, creativity, critical thinking, and collaborative skills in digital learning environments. In conclusion, the transformation of teachers into learning facilitators in the digital era represents a complex yet essential process that requires comprehensive understanding, strategic planning, and sustained institutional support to ensure effective and equitable learning outcomes in an increasingly digitalized education system.