Digital Transformation in Teaching English as a Foreign Language in Departments of English at Yemeni Faculties of Education: Challenges and Strategies for Effective Implementation

Around the world, digital transformation (DT) is reshaping how English as a Foreign Language (EFL) is taught, but Yemeni Faculties of Education are struggling to keep pace. Political instability, limited institutional resources, and gaps in instructors' digital skills have made it difficult to build the kind of digital infrastructure needed for effective teaching. This study looks closely at the challenges within Departments of English at Yemeni Faculties of Education and asks what can realistically be done about them. Using a sequential explanatory mixed-methods design, the study began with a structured Likert-scale questionnaire completed by 20 EFL PhD holders selected randomly, and followed up with semi-structured interviews conducted with 6 PhD holders, who were selected in a purposive manner, to help explain and deepen the initial findings. The quantitative and qualitative analysis focused on four interconnected areas: technological, human, pedagogical, and organisational readiness for digital transformation. The results point to real and persistent problems, weak infrastructure, limited training, and inconsistent institutional support, along with noticeable differences in how instructors view and engage with digital tools. Based on these findings, the study puts forward practical strategies: investing in infrastructure, offering ongoing professional development, strengthening institutional policy, and building clearer frameworks for integrating technology into teaching. Ultimately, this research adds to what we know about digital transformation in EFL settings facing conflict and limited resources, and offers concrete guidance for policymakers, administrators, and instructors working to move digital pedagogy forward in teaching English in the Departments of English Yemeni at Faculties of Education.

The way people use technologies is changing higher education all over the world

1. Abuhussein, H. F., & Badah, A. (2024). Exploring the impact of online teaching environment on EFL teachers' professional identity. Electronic Journal of e-Learning, 22(5), 39–52. https://doi.org/10.34190/ejel.22.5.3280 [Google Scholar] [Crossref]

2. Ahmed, A., Qasem, A., & Pawar, S. V. (2020). Computer-assisted language instruction in South Yemeni context: A study of teachers' attitudes, ICT uses and challenges. International Journal of Language Education, 4(2), 59–73. https://doi.org/10.26858/ijole.v4i2.10106 [Google Scholar] [Crossref]

3. Akour, M., & Alenezi, M. (2022). Higher education future in the era of digital transformation. Education Sciences, 12(11), Article 784. https://doi.org/10.3390/educsci12110784 [Google Scholar] [Crossref]

4. Alakrash, H. M., Razak, N. A., & Krish, P. (2022). The application of digital platforms in learning English language. International Journal of Information and Education Technology, 12(9), 899–904. https://doi.org/10.18178/ijiet.2022.12.9.1699 [Google Scholar] [Crossref]

5. Alenezi, M. (2021). Deep dive into digital transformation in higher education institutions. Education Sciences, 11(12), Article 770. https://doi.org/10.3390/educs11120770 [Google Scholar] [Crossref]

6. Alenezi, M. (2023). Digital learning and digital institution in higher education. Education Sciences, 13(1), Article 88. https://doi.org/10.3390/educs13010088 [Google Scholar] [Crossref]

7. Alenezi, M., & Akour, M. (2023). Digital transformation blueprint in higher education: A case study of PSU. Sustainability, 15(10), Article 8204. https://doi.org/10.3390/su15108204 [Google Scholar] [Crossref]

8. Alenezi, M., Wardat, S., & Akour, M. (2023). The need of integrating digital education in higher education: Challenges and opportunities. Sustainability, 15(6), Article 4782. https://doi.org/10.3390/su15064782 [Google Scholar] [Crossref]

9. Alghamdi, S. A. A., & Alnajami, M. M. L. (2023). Challenges in the effective utilization of blended learning in English instruction within higher education. Arab Journal for Scientific Publishing. [Google Scholar] [Crossref]

10. Alhubaishy, A., & Aljuhani, A. (2021). The challenges of digital transformation in higher education institutions. Journal of Higher Education Theory and Practice, 21(4). [Google Scholar] [Crossref]

11. Alkamel, M. A. A., & Chouthaiwale, S. S. (2020). ICT availability and uses among Yemeni university EFL students. TESOL and Technology Studies, 1(1), 1–9. https://doi.org/10.48185/tts.v1i1.63 [Google Scholar] [Crossref]

12. Al Mulhim, E. (2014). The barriers to the use of ICT in teaching in Saudi Arabia: A review of literature. Universal Journal of Educational Research, 2(6), 487–493. [Google Scholar] [Crossref]

13. Alotumi, M. A. (2015). Use of CALL for EFL instruction in ELTE programmes in Yemeni universities: An impact study (Doctoral dissertation, English and Foreign Languages University). [Google Scholar] [Crossref]

14. Antonietti, C., Rauseo, M., Amenduni, F., & Cattaneo, A. (2021). How do teachers' digital competence and attitude towards technology affect technology use? Digital competence and technology acceptance in vocational education. Swiss Federal Institute for Vocational Education and Training (SFUVET). [Google Scholar] [Crossref]

15. Bailey, D. R., & Lee, A. R. (2020). Learning from experience in the midst of COVID-19: Benefits, challenges, and strategies in online teaching. Computer-Assisted Language Learning Electronic Journal, 21(2), 178–198. [Google Scholar] [Crossref]

16. Benavides, L. M. C., Tamayo Arias, J. A., Arango Serna, M. D., Branch Bedoya, J. W., & Burgos, D. (2020). Digital transformation in higher education institutions: A systematic literature review. Sensors, 20(11), Article 3291. https://doi.org/10.3390/s20113291 [Google Scholar] [Crossref]

17. Bingimlas, K. A. (2009). Barriers to the successful integration of ICT in teaching and learning environments: A review of the literature. Eurasia Journal of Mathematics, Science and Technology Education, 5(3), 235–245. [Google Scholar] [Crossref]

18. Bin-Hady, W. R. A., & Al-Tamimi, N. O. M. (2021). The use of technology in informal English language learning: Evidence from Yemeni undergraduate students. Learning and Teaching in Higher Education: Gulf Perspectives, 17(2), 107–120. https://doi.org/10.1108/LTHE-09-2020-0037 [Google Scholar] [Crossref]

19. Bond, M., Bedenlier, S., Marín, V. I., & Händel, M. (2021). Emergency remote teaching in higher education: Mapping the first global online semester. International Journal of Educational Technology in Higher Education, 18, Article 50. https://doi.org/10.1186/s41239-021-00282-x [Google Scholar] [Crossref]

20. Brauer, S. (2019). Digital open badge-driven learning–competence-based professional development for vocational teachers (Doctoral thesis, University of Lapland). [Google Scholar] [Crossref]

21. Cattaneo, A. A. P., Antonietti, C., & Rauseo, M. (2022). How digitalised are vocational teachers? Assessing digital competence in vocational education and looking at its underlying factors. Computers & Education, 176, Article 104358. https://doi.org/10.1016/j.compedu.2021.104358 [Google Scholar] [Crossref]

22. Çakir, I. (2006). The use of video as an audio-visual material in foreign language teaching classroom. Turkish Online Journal of Educational Technology, 5(4), 67–72. [Google Scholar] [Crossref]

23. Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications. [Google Scholar] [Crossref]

24. Daraghmeh, A., Mead, H., & Copeland, K. (2021). English K–12 teacher experiences in Saudi Arabia in the pandemic era: A follow-up study of one Khbrat University program. Arab World English Journal, 1, 3–20. https://doi.org/10.24093/awej/covid.1 [Google Scholar] [Crossref]

25. Ertmer, P. A. (1999). Addressing first- and second-order barriers to change: Strategies for technology integration. Educational Technology Research and Development, 47(4), 47–61. [Google Scholar] [Crossref]

26. Falloon, G. (2020). From digital literacy to digital competence: The teacher digital competency (TDC) framework. Educational Technology Research and Development, 68, 2449–2472. https://doi.org/10.1007/s11423-020-09767-4 [Google Scholar] [Crossref]

27. Gkrimpizi, T., Peristeras, V., & Magnisalis, I. (2024). Digital transformation: A systematic literature review of definitions and conceptual models. Government Information Quarterly. [Google Scholar] [Crossref]

28. Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004 [Google Scholar] [Crossref]

29. Hamidi, F., Ghorbandordinejad, F., Rezaee, M., & Jafari, M. (2011). A comparison of the use of educational technology in developed and developing countries. Procedia Computer Science, 3, 374–377. https://doi.org/10.1016/j.procs.2010.12.063 [Google Scholar] [Crossref]

30. Hassan, M. M. N. (2024). Exploring the effectiveness of Moodle activities in enhancing EFL learning for Yemeni teachers. Social Science and Humanities Journal, 8(7), 4177–4187. https://doi.org/10.18535/sshj.v8i07.1183 [Google Scholar] [Crossref]

31. Khawaji, S. A. N. (2016). English teachers’ perception and practices towards technology implementation. International Journal, 4(2), 123–133. [Google Scholar] [Crossref]

32. Kozhukhova, N. V., Agaphonov, I. A., & Korobkova, Y. Y. (2021). Competencies of the future: Transforming education in the digital economy. In International Scientific Conference “Digital Transformation of the Economy: Challenges, Trends, New Opportunities”. Springer International Publishing. [1, 2] [Google Scholar] [Crossref]

33. Kumar, A., Kumar, P., Palvia, S. C. J., & Verma, S. (2017). Online education worldwide: Current status and emerging trends. Journal of Information Technology Case and Application Research, 19(1), 3–9. [Google Scholar] [Crossref]

34. Lytras, M. D., Șerban, A. C., Alkhaldi, A., Malik, S., & Aldosemani, T. (Eds.). (2024). Digital transformation in higher education: Part B—Cases, examples and good practices. Emerald Publishing Limited. https://doi.org/10.1108/9781836084242 [Google Scholar] [Crossref]

35. McCusker, S., & Babington, P. (2018). Institutional culture and the disruption of digital transformation in education. International Journal of Educational Technology. [Google Scholar] [Crossref]

36. Mohamed H., M. A., Tlemsani, I., & Matthews, R. (2021). Higher education strategy in digital transformation. Education and Information Technologies, 27, 3171–3195. [Google Scholar] [Crossref]

37. Nguyen, Q. (2022). Teachers’ scaffolding strategies in Internet-based ELT classes. Teaching English as a Second or Foreign Language—TESL-EJ, 26(101). https://doi.org/10.55593/ej.26101a1 [Google Scholar] [Crossref]

38. OECD. (2023). Digital education outlook 2023: Towards an effective digital education ecosystem. OECD Publishing. https://doi.org/10.1787/b14bef59-en [Google Scholar] [Crossref]

39. Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu. Publications Office of the European Union. [Google Scholar] [Crossref]

40. Saeed, Y. B. M. (2015). The effect of using computer technology on English language teachers’ performance. SUST Journal of Humanities, 1, 64–79. [Google Scholar] [Crossref]

41. Sang, G., Wang, K., Li, S., Xi, J., & Yang, D. (2023). Effort expectancy mediates the relationship between instructors’ digital competence and their work engagement: Evidence from universities in China. Educational Technology Research and Development, 71(1), 99–115. [Google Scholar] [Crossref]

42. Shi, Q., Xu, X., Zhang, Y., & Hu, B. (2025). Research on psychological resilience, digital competence, and self-efficacy in online TCFL teachers. Behavioral Sciences, 15(3), Article 366. https://doi.org/10.3390/bs15030366 [Google Scholar] [Crossref]

43. Sherry, L., & Gibson, D. (2002). The path to teacher leadership in educational technology. Contemporary Issues in Technology and Teacher Education, 2(2), 178–180. [Google Scholar] [Crossref]

44. Tondeur, J., Howard, S. K., Siddiq, F., & Scherer, R. (2021). Enhancing teachers’ digital competence through professional development: A systematic review. Computers & Education, 166, Article 104196. [Google Scholar] [Crossref]

45. UNESCO. (2023). Global education monitoring report 2023: Technology in education—A tool on whose terms? UNESCO. [Google Scholar] [Crossref]

46. United Nations. (2023). The Sustainable Development Goals Report 2023. United Nations. [Google Scholar] [Crossref]

47. Valdés, K. N., Alpera, S. Q. Y., & Suárez, L. M. C. (2021). An institutional perspective for evaluating digital transformation in higher education: Insights from the Chilean case. Sustainability, 13(17), 9850 [Google Scholar] [Crossref]

48. Verhoef, P. C., Broekhuizen, T., Bart, Y., Bhattacharya, A., Dong, J. Q., Fabian, N., & Haenlein, M. (2021). Digital transformation: A multidisciplinary reflection and research agenda. Journal of Business Research, 122, 889–901. https://doi.org/10.1016/j.jbusres.2019.09.022 [Google Scholar] [Crossref]

49. Vial, G. (2019). Understanding digital transformation: A review and a research agenda. The Journal of Strategic Information Systems, 28(2), 118–144. https://doi.org/10.1016/j.jsis.2019.01.003 [Google Scholar] [Crossref]

50. Vogelsang, K., Liere-Netheler, K., Packmohr, S., & Hoppe, U. (2020). Success factors for digital transformation in academia: Overcoming the barrier of privacy and trace uncertainty. Proceedings of the European Conference on Information Systems (ECIS). [Google Scholar] [Crossref]

51. Wardat, S., & Akour, M. (2024). EFL instructors’ perceptions of integrating digital transformation in EFL learning contexts in higher education. Journal of Infrastructure, Policy and Development, 8(8), Article 6074. https://doi.org/10.24294/jipd.v8i8.6074 [Google Scholar] [Crossref]

52. World Bank. (2023). Yemen economic monitor: Coping with crisis. World Bank. [Google Scholar] [Crossref]

53. Yunusova, N. A. (2026). Modern methodology of teaching English as a foreign language. The Bioscan, 21(2), 471–480. https://doi.org/10.63001/tbs.2026.v21.i02.S.I(2).pp471-480 [Google Scholar] [Crossref]

54. Zeynalova, S. (2025). The digital transformation of English language teaching: Navigating the shift from traditional to technology-enhanced EFL classrooms. Journal of Digital Pedagogy & Applied Linguistics, 4(1), 112–126. [Google Scholar] [Crossref]

55. Zimmer, W. K., McTigue, E. M., & Matsuda, N. (2021). Development and validation of the teachers’ digital learning identity survey. International Journal of Educational Research, 105, Article 101717. https://doi.org/10.1016/j.ijer.2020.101717 [Google Scholar] [Crossref]

56. Zou, D. P., & Wang, Y. T. (2024). EFL teachers in the digital era: A journey of adaptation. Open Access Library Journal, 11, 1–13. https://doi.org/10.4236/oalib.1111434 [Google Scholar] [Crossref]

• Enhancing English Vocabulary Skills for Grade 9 Students ‘Using Deal or No Deal’ Game
• Enhancing Grade 8 English Engagement: Fill My Bag Strategy
• Enhancing Pre-Service Teachers’ Communication Competence: An Input to a Communication Skills Development Module
• Lower Secondary School Students' Attitude toward Reading in English
• Learner Autonomy and Attitudes toward Philippine English: Predictors of Grammar Performance among College ESL Students