INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 1861 www.rsisinternational.org
Challenges and Adaptations: A Case Study of Teacher Experiences
with Blended Learning after the Pandemic
Thilagavathy Mohan., *Nurul Aisyah Kamrozzaman
UNITAR International University Kelana Jaya, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000156
Received: 02 October 2025; Accepted: 10 October 2025; Published: 06 November 2025
ABSTRACT
Background: The COVID-19 pandemic forced a global experiment in remote education, creating an
unprecedented opportunity to examine the long-term integration of digital tools in teaching. This qualitative case
study explores how teachers at an international school in Johor Bahru, Malaysia, perceived and adapted to
blended learning during and after the pandemic. Using semi-structured interviews and reflective journals from
10 primary teachers, data were analyzed thematically through the lenses of the Technology Acceptance Model
(TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. Findings indicate a
significant evolution in teacher perceptions, transitioning from initial resistance and anxiety toward growing
confidence and recognition of digital tools' pedagogical value. Key challenges persisted, including technical
infrastructure issues, student engagement, and increased workload. Despite these, teachers strategically sustained
a core repertoire of digital tools for formative assessment, collaboration, and feedback, embedding them into
post-pandemic practice. Institutional support, through targeted training and professional learning communities,
was a critical enabler for this transition; however, a gap remained in long-term, pedagogy-focused professional
development. The study concludes that the pandemic served as a catalyst for a durable digital transformation,
where blended learning has become a sustained element of instructional practice. To ensure its continued
success, school leaders must invest in robust infrastructure, advanced pedagogical training, and supportive
leadership to ensure blended learning is both high-quality and equitable.
Keywords: blended learning, teacher perceptions, digital transformation, TPACK, Technology Acceptance
Model (TAM), international school, Malaysia, post-pandemic education
INTRODUCTION
The COVID-19 pandemic precipitated an unprecedented global disruption to educational systems, necessitating
an abrupt pivot from traditional face-to-face instruction to remote and subsequently blended learning modalities
across institutions worldwide (Islam & Abiona, 2023; Karaköse, 2020; Pokhrel & Chhetri, 2021). This rapid
shift, impacting nearly 1.6 billion learners across over 200 countries, profoundly altered conventional
educational practices and fostered immediate changes in learning and teaching environments (Frempong &
Kadam, 2022; Karaköse, 2020; Pokhrel & Chhetri, 2021). In Malaysia, akin to other nations, schools including
international schools in Johor Bahru swiftly transitioned to online delivery before re-integrating hybrid
configurations as physical campuses reopened (Sia et al., 2023; Singh et al., 2022; Yusof et al., 2023). This
accelerated adoption underscored significant opportunities for pedagogical innovation while simultaneously
revealing persistent systemic frictions within teaching and learning contexts (Alkhnbashi et al., 2024; Frempong
& Kadam, 2022).
The emergency remote teaching paradigm exposed pervasive structural constraints, notably unequal access to
digital devices and reliable internet connectivity, which exacerbated existing educational inequities globally
(Mairal‐Llebot et al., 2023; McIntyre, 2022; Tate & Warschauer, 2022). Concurrently, this period acted as a
catalyst for pedagogical innovation, prompting educators to become creative problem-solvers utilizing available
resources (Reznikova et al., 2020; Saadati et al., 2023). Despite these innovations, teachers reported substantial
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 1862 www.rsisinternational.org
difficulties in designing engaging online content, sustaining student participation, and safeguarding assessment
integrity (Almpanis & Joseph‐Richard, 2022; Jiang et al., 2023). However, these experiences also led many to
develop and refine practices and routines that later proved valuable in blended environments (Hayati et al., 2021;
Sia et al., 2023). These mixed experiences highlight a critical need to examine which educational adaptations
were retained, modified, or discontinued once in-person schooling resumed (Rodríguez, 2023).
Despite a burgeoning body of literature on pandemic-era online learning, a limitation persists in qualitative
research specifically capturing teachers’ first-hand accounts within Malaysia’s international school sector
(Hayati et al., 2021; Villanueva et al., 2023). Such studies are crucial for tracing the evolution of initial
emergency responses into durable blended approaches and understanding the contextual factors influencing this
transition (Sia et al., 2023). Prior scholarship consistently emphasizes the central role of teachers in sustaining
student motivation and mediating the pedagogical utility of technology (Akram et al., 2022; Marshall et al.,
2022). However, it also underscores a gap in understanding the conditions that facilitate or impede the sustained
integration of digital strategies beyond the initial crisis period (El‐Hamamsy et al., 2023). Addressing this gap
necessitates a context-rich inquiry into teachers’ perspectives, the challenges they confronted, and the strategic
decisions underpinning their use of digital tools and routines in the post-pandemic classroom.
This article reports a qualitative case study conducted at Crescendo-HELP International School in Johor Bahru,
Malaysia. This institution, which offers a British curriculum aligned with the Cambridge Assessment
International Education framework and serves a culturally diverse student body, rapidly transitioned to fully
online delivery during the pandemic and subsequently institutionalized blended learning practices upon campus
reopening. This setting provides a pertinent context for examining how teachers negotiated constraints, leveraged
institutional support mechanisms, and consolidated digital-pedagogical routines that have persisted since the
return to on-site learning.
Conceptually, this investigation is underpinned by the Technology Acceptance Model and the Technological
Pedagogical Content Knowledge framework. TAM posits that perceived usefulness and perceived ease of use
are key determinants of technology adoption (Hamid et al., 2024; Sadeck, 2022; Scherer et al., 2018). Similarly,
TPACK elucidates the dynamic interplay required among technological, pedagogical, and content knowledge
for effective instructional design (Greene et al., 2023; Kim et al., 2023; Valtonen et al., 2022). Together, these
frameworks facilitate an examination not only of the continued use of digital tools by teacher’s post-pandemic
but also of how these tools were pedagogically appropriated and justified in relation to specific learning
objectives, classroom contexts, and subject matter demands.
Accordingly, this study pursues three primary aims: to explore teachers’ perceptions of online and blended
learning during and after the pandemic; to identify the challenges encountered in implementing and sustaining
such approaches; and to document the digital strategies and tools teachers elected to continue employing in the
post-pandemic classroom. These objectives directly address the practical need for evidence that can inform
school-level leadership, professional development initiatives, and infrastructure planning within international
school contexts, particularly where technological capacity may be higher, yet concerns regarding equitable
access, teacher workload, and assessment quality remain central (Abdissa et al., 2024; Burvill et al., 2021;
Shurong & Song, 2021; Sia et al., 2023).
By offering a thick description of one school's experience and a systematic analysis of teachers' accounts, this
article contributes to ongoing academic discourse regarding the durability and quality of blended learning in
primary education (Kundu et al., 2021; Palikat & Gruba, 2024). It provides empirically grounded insights into
the complex interplay between individual teacher beliefs, institutional support structures, and classroom-level
practices that shape sustainable digital-pedagogical integration (El‐Hamamsy et al., 2023; Uribe-Banda et al.,
2023). In doing so, it advances an evidence base that can guide policy and practice for post-pandemic teaching
and learning across comparable international school settings.
LITERATURE
The COVID-19 pandemic triggered an unprecedented, global pivot in educational delivery, compelling
institutions worldwide to transition from traditional face-to-face instruction to emergency remote teaching
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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(Cannaos et al., 2024). As the immediate crisis subsided, many systems evolved towards hybrid or blended
learning models (Mulenga & Shilongo, 2024). This transition has sparked a significant body of research
examining various facets of online and blended education during the pandemic's height. However, a critical gap
exists in the literature, particularly regarding the sustained adaptation and long-term integration of blended
learning practices in the post-pandemic era, especially from the nuanced perspective of teacher experiences in
non-Western contexts (Sia et al., 2023).
The Post-Pandemic Gap: Sustained Adaptation and Teacher Experiences
While extensive studies have documented the challenges and rapid innovations during the initial emergency
remote teaching phase, research specifically focusing on the durability and evolution of blended learning
practices as they transition from crisis-driven necessity to deliberate pedagogical choice remains less explored
(Graham & Halverson, 2023). his gap is particularly pronounced within Asian contexts (Sia et al., 2023), as the
existing literature is predominantly skewed towards non-Asian countries, highlighting a scarcity of in-depth
qualitative research capturing teachers' firsthand accounts of navigating and embedding blended learning in their
daily practice post-COVID-19 (Sia et al., 2023); Jie & Kamrozzaman 2024). Understanding how educators'
perceptions, challenges, and strategic adaptations continue to evolve beyond the immediate crisis is crucial for
informing future educational policy and practice (Sia et al., 2023). The current study aims to address this
identified gap by providing a rich, contextualized account of teacher experiences in a Malaysian international
school, thus contributing to the burgeoning yet geographically imbalanced discourse on post-pandemic blended
learning (Sia et al., 2023). Recent literature emphasizes the ongoing need for research into blended learning in
the post-pandemic era, particularly concerning its implementation and long-term effects (Nong et al., 2023).
Initial Impact and Teacher Adaptation
The initial global school closures necessitated an abrupt shift to remote instruction, which exposed both the
vulnerabilities and remarkable adaptability of educational systems (Dei, 2024). Teachers frequently reported
initial uncertainty and low confidence with unfamiliar digital platforms. However, this phase also catalyzed
significant professional growth, with many educators rapidly upskilling and developing new digital
competencies (Salirrosas, 2023; Smestad et al., 2023; Trevisan et al., 2023). The experiences during this period
led to a re-evaluation of pedagogical approaches and an increased appreciation for the potential of digital tools
(Chalkiadakis & Noguera, 2023). This is reflected in studies examining dimensions of teachers' digital
competence pre- and during COVID-19 (Smestad et al., 2023).
Persistent Challenges
Despite growing proficiency, several pervasive challenges continued to vex educators. These included inequities
in access to reliable internet connectivity and digital devices (Sia et al., 2023), exacerbating existing digital
divides (Sia et al., 2023). Maintaining student engagement in virtual settings, characterized by "camera-off"
behaviors and digital distractions, demanded constant pedagogical innovation (Tong et al., 2023). Ensuring
assessment integrity and quality in online environments necessitated a fundamental redesign of evaluative
practices. Furthermore, the increased planning demands of dual-mode instruction often led to heightened teacher
workload and concerns about well-being, blurring work-life boundaries (Tong et al., 2023). Barriers encountered
by teachers in implementing institutional blended learning also highlight these ongoing challenges (Ali, 2024).
Digital Strategies and Tools
The effective integration of digital tools has been shown to be most impactful when explicitly aligned with
pedagogical intent (Graham & Halverson, 2023). Gamified platforms and interactive technologies were often
adopted to maintain student connection and participation (Villanueva et al., 2023). Specific tools and methods
continue to be explored to enhance blended learning, with research investigating their usefulness for improving
content understanding, facilitating blended learning, and improving student autonomy and commitment (Ortega-
Ruipérez & Gorospe, 2024). The implementation of learning management systems in higher education
institutions, for instance, highlights efforts to leverage technology (Jie & Kamrozzaman 2024). The broader
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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policy landscape, such as national initiatives, can provide a supportive backdrop, yet teachers often exercised
situated judgment in selecting and sustaining routines that proved valuable post-reopening.
Institutional and Peer Support
The long-term success and sustained adoption of blended learning practices are closely linked to robust
institutional support, encompassing effective leadership, comprehensive professional development, and reliable
technical assistance (Sia et al., 2023). Studies emphasize the importance of continuous teacher training during
crises to contribute to professional development (Pech et al., 2023). The evaluation of hybrid learning practices
and the role of digital competencies in higher education also underscore the need for institutional support (Cook
et al., 2023; Mulenga & Shilongo, 2024). While initial crisis-response training was critical, research indicates a
recurring gap in sustained, advanced professional development that moves beyond basic operational skills
towards more creative, pedagogy-driven technology integration (Tong et al., 2023). Promoting quality education
through blended learning during and post COVID-19 pandemic also requires institutional efforts (Dei, 2024).
By synthesizing these thematic areas, it becomes clear that while much is understood about the immediate
response to the pandemic, a deeper qualitative understanding of how teachers sustain and embed blended
learning in a non-crisis context, particularly in diverse international school settings, remains an area ripe for
exploration (Pei et al., 2023; Villanueva et al., 2023).Theoretical Framework
This study is grounded in two complementary theoretical frameworks: the Technology Acceptance Model
(TAM) and the Technological Pedagogical Content Knowledge (TPACK) framework. Together, they provide a
robust lens for analyzing both the psychological drivers and the practical competencies involved in teachers'
adoption and integration of blended learning practices.
Technology Acceptance Model (TAM)
The Technology Acceptance Model (TAM), developed by Davis (1989), is a widely recognized theory that
explains how users come to accept and use a technology. Its core premise is that two key beliefs determine an
individual's behavioral intention to use a system:
⒈ Perceived Usefulness (PU): The degree to which a person believes that using a particular system would
enhance their job performance.
⒉ Perceived Ease of Use (PEOU): The degree to which a person believes that using a system would be free
from effort.
In the context of this study, TAM provides a critical lens for understanding the evolution of teacher perceptions.
It allows us to analyze their initial resistance (potentially low PEOU and PU during emergency remote teaching)
and their subsequent growing confidence and recognition of digital tools' pedagogical value (increased PU and
PEOU post-pandemic). Essentially, TAM helps answer the question: Why did teachers decide to accept or reject
the digital tools for blended learning?
Technological Pedagogical Content Knowledge (TPACK) Framework
The TPACK framework, articulated by Mishra and Koehler (2006), describes the complex interplay of
knowledge types that teachers need to effectively integrate technology into their teaching. It moves beyond
viewing technology as an add-on and instead posits that effective technology integration requires an
interconnected understanding of three primary forms of knowledge:
● Content Knowledge (CK): Knowledge of the subject matter to be taught.
● Pedagogical Knowledge (PK): Knowledge of teaching methods and processes.
● Technological Knowledge (TK): Knowledge of standard and advanced technologies.
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The framework's strength lies in the intersections of these core components:
● Pedagogical Content Knowledge (PCK): Knowledge of teaching specific subject matter effectively.
● Technological Content Knowledge (TCK): Knowledge of how technology can create new
representations of specific content.
● Technological Pedagogical Knowledge (TPK): Knowledge of how teaching and learning can change
when particular technologies are used.
● Technological Pedagogical Content Knowledge (TPACK): The effective integration of all three,
representing the full understanding of how to teach with technology in a specific subject context.
For this research, the TPACK framework is essential for analyzing the nature of teachers' adaptations. It allows
us to examine not just if they used technology, but how they used it. It helps us understand whether they were
simply applying technology (TK) or had developed a more sophisticated TPACK by strategically selecting tools
like Seesaw and Kahoot! for specific pedagogical purposes (e.g., formative assessment, collaboration) within
their content areas.
The Complementary Integration of TAM and TPACK
While TAM and TPACK originate from different disciplines (information systems and teacher education,
respectively), their integration in this study is both logical and powerful. They address two sides of the same
coin:
● TAM explains the "Why" behind adoption: It focuses on the motivational and perceptual factors that
predispose a teacher to use a technology. A teacher must first perceive a tool as useful and easy to use
(TAM) before they are likely to invest the effort required to integrate it deeply into their practice.
● TPACK explains the "How" of integration: It focuses on the knowledge and skills required to use that
technology in a pedagogically sound and content-appropriate manner. A teacher might find a tool useful
and easy (high TAM scores) but lack the TPACK to use it in a way that truly enhances student learning.
In this post-pandemic context, we posit that the journey from emergency remote teaching to sustainable blended
learning involves a dynamic relationship between these frameworks. The forced exposure to technology during
the pandemic may have initially influenced teachers' Perceived Ease of Use and Perceived Usefulness (TAM).
As these perceptions shifted positively, it created a foundation for teachers to experiment and develop their
Technological Pedagogical Content Knowledge (TPACK). Therefore, using these two frameworks in tandem
allows for a comprehensive analysis of both the psychological journey and the practical, knowledge-based
evolution of teachers as they navigated blended learning.
METHODOLOGY
This study employed a qualitative case study design to gain an in-depth, contextualized understanding of the
challenges and adaptations experienced by teachers in one international school in Johor Bahru, Malaysia, as they
transitioned to blended learning in the post-pandemic period. The case study approach was deemed most
appropriate as it facilitates the exploration of a real-world phenomenon within its natural context, relying on
multiple sources of evidence (Yin, 2018).
Participant Selection
A purposive sampling strategy was used to select participants who were information-rich and directly
experienced the phenomenon of interest (Etikan et al., 2016). The selection criteria required participants to be
full-time primary school teachers at the case study school who had taught both during the pandemic-induced
remote learning period and the subsequent return to a blended learning model. Invitations were sent to all primary
teachers meeting these criteria, and the final sample consisted of 10 teachers who volunteered to participate. This
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sample size is consistent with qualitative case study research, allowing for detailed, in-depth data collection and
analysis. The demographic characteristics of the participants are summarized in Table 1.
Table 1: Participant Demographics (N=10)
Pseudonym Teaching Experience Grade Level(s) Taught Prior Tech Experience (Self-Rated)
T1 8 years Grade 2 Intermediate
T2 15 years Grade 5 Beginner
T3 5 years Grade 1 Intermediate
T4 12 years Grade 4 Advanced
T5 3 years Grade 3 Beginner
T6 10 years Grade 6 Intermediate
T7 7 years Grade 2 Intermediate
T8 20 years Grade 5 Beginner
T9 6 years Grade 1 Advanced
T10 4 years Grade 4 Intermediate
Data Collection
Data were collected through two primary methods between May 2025 to August 2025 to ensure triangulation
and enhance the credibility of the findings.
1. Semi-structured Interviews: Each of the 10 participants took part in a one-on-one, semi-structured
interview conducted via a secure video-conferencing platform. The interviews, which lasted between 45-
60 minutes, were guided by a protocol of 12 core questions designed to elicit rich, narrative data. The
questions explored key themes, including: (a) initial experiences and perceptions of the shift to
remote/blended learning; (b) specific challenges faced (technical, pedagogical, and personal); (c)
adaptation strategies and tool adoption; (d) perceived impact on student engagement and assessment; and
(e) views on institutional support and future needs. All interviews were audio-recorded and
professionally transcribed verbatim.
2. Reflective Journals: Participants were asked to maintain a reflective journal over a four-week period.
They were provided with a prompt guide to structure their entries, which included questions such as:
"Describe a successful use of technology in your lesson this week and what made it effective," and
"Reflect on a challenge you faced with blended learning and how you addressed it." This method
provided ongoing, real-time data on teacher practices and reflections, complementing the retrospective
data from the interviews.
Findings
The analysis of interview transcripts and reflective journals revealed a dynamic process of adaptation among the
primary school teachers. This journey was characterized by a significant evolution in their perceptions, the
strategic development of their teaching practice, and the persistence of systemic challenges. The findings are
presented below through the integrated analytical lenses of the Technology Acceptance Model (TAM) and the
Technological Pedagogical Content Knowledge (TPACK) framework.
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The Evolution of Teacher Perception: A TAM Perspective
The teachers' initial transition to remote learning was marked by strong feelings of anxiety and resistance, a
phenomenon that aligns directly with the TAM construct of low Perceived Ease of Use. Participants described
being overwhelmed by the sudden demand to master multiple digital platforms simultaneously.
● “It wasn’t just teaching anymore; it was becoming a tech support expert overnight. Every tool like a
Google Classroom, Seesaw, Zoom had its own login, its own rules. The mental load was immense,”
shared T2, a sentiment echoed by many.
● This technical friction significantly hampered their initial willingness to engage, as the effort required to
use the technology was perceived as excessively high.
However, a marked evolution in perception occurred as teachers accumulated experience. The initial focus on
ease of use gradually shifted towards a recognition of Perceived Usefulness. Teachers began to see how specific
digital tools could enhance their pedagogical goals and solve practical teaching problems.
● “I used to think Kahoot! was just for fun, a time-filler,” reflected T6. “But now I see its real power. It
gives me instant data on what my students understand, and it forces the quiet ones in the back to
participate. It’s become my go-to for formative assessment.”
● This shift from viewing technology as a burdensome obligation to recognizing its utility in enhancing
student engagement and streamlining assessment marks a critical transition in their TAM-driven
acceptance, forming the psychological foundation for sustained integration into their post-pandemic
practice.
Curating a Core Digital Toolset: Demonstrating TPACK in Practice
Beyond a general acceptance of technology, teachers demonstrated a strategic refinement of their practice by
curating a sustainable core repertoire of digital tools. This curation process is a clear indicator of developing
TPACK, as it moved beyond simply using technology (TK) to integrating it meaningfully with pedagogy (PK)
and content (CK).
Table 2: Teacher-Identified Core Tools and their TPACK-Aligned Applications
Digital
Tool
Primary
Technological
Knowledge (TK)
Pedagogical
Application (PK)
Content Knowledge
(CK) Integration
Exemplary TPACK in Practice
Seesaw Digital portfolio
creation,
multimedia
annotation, voice
recording.
Formative
assessment,
differentiated
feedback, parent
communication,
fostering student
agency.
Literacy (documenting
reading fluency),
Mathematics
(explaining problem-
solving processes), Art
(digital portfolios).
“A student can upload a video
explaining their science
experiment [CK & TK]. I can then
leave a voice note praising their
method [PK], which is more
personal and effective than a
written comment.” (T7)
Kahoot!
/ Quizizz
Gamified quiz
creation, real-
time data
analytics.
Quick formative
assessment,
boosting
engagement,
reviewing key
concepts.
All subjects for
vocabulary review,
concept checks, and
unit revisions.
“I use it to review grammar rules
[CK]. The competitive element
[PK] means everyone is focused,
and the report afterwards shows
me which rule needs re-teaching.”
(T4)
Padlet Collaborative
digital canvas,
Collaborative
brainstorming,
History (collaborative
timelines), Language
“For our ‘World Cultures’ unit
[CK], students post pictures and
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multimedia
embedding.
exit tickets,
sharing resources,
KWL charts.
Arts (sharing creative
writing ideas), Group
projects.
facts about a country on a shared
Padlet. It builds collective
knowledge [PK] in a visually
engaging way [TK].” (T9)
As illustrated in Table 2 and the participant quotes, the tool selection was highly intentional. Teachers were not
just using technology; they were applying their TPACK to choose the right tool for a specific pedagogical
objective within their content area, demonstrating a mature understanding of the framework's core principle.
Persistent Challenges: Navigating the Limits of Acceptance and Knowledge
Despite significant professional growth, teachers reported several persistent challenges that can be interpreted
through the dual lenses of TAM and TPACK.
A primary concern was student engagement and the digital divide. This challenge points to a gap in
Technological Pedagogical Knowledge (TPK) the understanding of how to adapt teaching methods for a specific
technological environment. Teachers struggled to translate their classroom management and community-
building strategies online.
● “You can’t see the confused looks on their faces. Some students thrive online, but others just turn off
their cameras and disengage completely. It’s hard to create a sense of shared learning,” noted T8.
Furthermore, issues of assessment integrity and increased workload continued to pose problems. Designing valid
and reliable assessments (PK & CK) in a digital context (TK) required a sophisticated TPACK that was still
developing for many. The increased time spent on lesson preparation and technical troubleshooting also
negatively impacted their Perceived Ease of Use (TAM), threatening long-term sustainability.
● “How do I know the work is truly theirs? I spend hours creating ‘cheat-proof’ quizzes, which just adds
to my workload. It sometimes feels like the costs outweigh the benefits,” explained T5, highlighting the
tension between perceived usefulness and the effort required.
The Role of Institutional Support in Shaping TAM and TPACK
The findings underscore that institutional support was a critical external variable influencing both teachers'
perceptions (TAM) and their ability to develop TPACK. Targeted training sessions were frequently cited as a
key factor in improving Perceived Ease of Use by building their confidence and technical skills (TK).
● “The workshop on utilizing breakout rooms in Zoom was instrumental.. It gave me the confidence to try
small group discussions online, which made a huge difference,” stated T3.
Professional Learning Communities (PLCs) served as vital spaces for collaborative TPACK development.
Through sharing successes and failures, teachers built their collective TPK and TCK, moving beyond individual
experimentation to a shared professional practice.
However, a significant gap was identified in the provision of pedagogy-focused professional development. While
basic tool training was available, teachers expressed a need for support that specifically addressed the integration
of technology into pedagogy the very heart of TPACK.
● “We know how to use the tools now, but we need help on the why and when. When is Seesaw better than
a written worksheet? How do I design a project that truly leverages technology for deeper learning?”
(T1).
This gap indicates that while the school successfully supported the initial rise in Perceived Ease of Use and basic
TK, the next step is to foster the more complex, integrative knowledge characterized by full TPACK
development.
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DISCUSSION
This study provides a comprehensive qualitative exploration of teachers' perceptions, challenges, adaptations,
and sustained practices in blended learning within a Malaysian international school, moving beyond the initial
crisis response of emergency remote teaching to the enduring post-pandemic educational landscape. Our findings
resonate with and extend existing literature, while also addressing critical gaps, particularly concerning sustained
integration and the specific nuances of teacher professional development in non-Western contexts.
Evolving Perceptions and the Enduring Impact on Technology Acceptance
The observed evolution in teacher perceptions, from initial apprehension to confident adoption, aligns with
longitudinal studies examining technology acceptance in education post-COVID-19 (Wohlfart & Wagner,
2024). This trajectory underscores the dynamic nature of technology acceptance, where initial perceived ease of
use and usefulness, as posited by the Technology Acceptance Model, were profoundly shaped by the forced
adoption during the pandemic (Qiang & Zhang, 2023). While initial exposure to digital tools was mandatory,
continuous use, coupled with observed benefits in managing teaching tasks and enhancing student interaction,
appears to have positively reinforced both perceived usefulness and, eventually, perceived ease of use (Ye et al.,
2022). The pandemic context effectively altered the baseline for these perceptions; what might have previously
been viewed as optional or difficult became a necessary and, subsequently, a more manageable and valuable
component of instruction (Wohlfart & Wagner, 2024). This aligns with studies noting that mandatory adoption
can eventually lead to greater acceptance if the technology proves beneficial (Georgiou et al., 2023). Our findings
suggest that this enforced exposure acted as a powerful catalyst, accelerating the journey towards acceptance
and normalization of digital tools, which might otherwise have taken years (Sia et al., 2023).
Persistent Challenges and the Blended Learning Workload
The persistence of challenges such as increased workload, technical limitations, and student engagement issues
mirrors concerns frequently reported across diverse educational settings during and after the pandemic (Abdissa
et al., 2024; LaTronica-Herb & Noel, 2023; Sia et al., 2023). Our finding of increased teacher workload,
encompassing additional planning, resource creation, and communication demands, is consistent with systematic
reviews highlighting the significant physical and mental burden placed on educators by hybrid approaches
(Süner-Pla-Cerdà et al., 2024; Wahab et al., 2024). This expanded workload often stems from the "doubled
work" of preparing for both online and face-to-face modalities simultaneously and managing diverse student
needs across these environments (Sia et al., 2023). This study contributes to the literature by emphasizing that
this workload is not merely an initial adaptation phase but a sustained feature of blended learning, particularly
in settings where teachers are expected to maintain high-quality instruction across multiple delivery modes.
Mitigating this burden requires ongoing institutional strategies, not just temporary support measures.
Digital Transformation and the Core Repertoire of Tools
The emergence of a "core repertoire of digital tools" for formative assessment, collaboration, and feedback
signifies a tangible manifestation of digital transformation at the classroom level (Dancsa et al., 2023). This
aligns with broader trends where education has rapidly increased its use of digital tools, necessitating guidelines
for their effective integration (Dancsa et al., 2023). The purposeful selection and sustained use of specific tools
like Google Meet, Seesaw, Kahoot! Quizizz, Padlet, and Jamboard illustrate how teachers have moved beyond
mere tool adoption to a more strategic, pedagogical appropriation (Lameky, 2024; Qolamani & Mohammed,
2023). This "digital transformation" is not about using all available tools, but about identifying and mastering
those that demonstrably enhance specific pedagogical functions (Rêgo et al., 2023). These tools, when
effectively integrated, contribute to improved student performance, attitude, and achievement, although their
impact on engagement can vary (Cao, 2023). This finding reinforces the Technological Pedagogical Content
Knowledge framework, demonstrating how teachers deepened technological knowledge enabled them to make
informed decisions about tool selection, which then integrated with their pedagogical knowledge and content
knowledge to create robust TPACK-aligned instruction (Rap & Blonder, 2024). The pandemic context amplified
the need for teachers to develop this integrated knowledge, as they were forced to innovate and adapt their
teaching methods using technology (Kamrozzaman 2025).
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Professional Development Gap
A crucial finding highlighting a significant gap in the literature and practice is the perceived lack of long-term,
pedagogy-focused professional development. While initial crisis-response training was appreciated, teachers
expressed a clear need for ongoing support that transcends basic technical proficiency and delves into advanced
pedagogical strategies for blended environments. This aligns with research indicating that traditional, passive
training approaches have limited impact on teachers' long-term adoption of innovative methods (Wang et al.,
2025). Effective professional development in the digital age must integrate technology with pedagogy, moving
beyond mere hands-on training to emphasize pedagogical alignment, collaboration, and sustained support
(Mintii, 2023; Napitupulu et al., 2024). Drawing from our findings and the broader literature, a proposed model
for advanced, pedagogy-focused professional development would include:
● Contextualized Scenario-Based Training: Moving beyond generic tool tutorials to workshops focused on
designing engaging blended lessons, managing dual-mode instruction, and fostering online collaboration
for specific subject areas.
● Peer-Led Learning Communities: Establishing structured, ongoing opportunities for teachers to share
best practices, co-plan, and critically reflect on blended learning strategies, building on the collaborative
teaching practices observed in this study.
● Mentorship Programs: Pairing experienced blended learning practitioners with developing teachers to
provide individualized guidance and support.
● Design-Based Research Opportunities: Engaging teachers in cycles of design, implementation, and
evaluation of blended learning approaches within their own classrooms, fostering a research-informed
practice.
● Focus on Assessment Redesign: Dedicated training on creating authentic, equitable, and integrity-proof
assessments for blended contexts, addressing the ethical dilemmas and technical challenges highlighted
by our participants. Such a model would directly address the call for deeper, more sustained professional
learning that empowers teachers to integrate technology creatively and critically (Asghar et al., 2022).
TAM and TPACK in a Post-Pandemic
This study provides empirical insights into how the COVID-19 pandemic uniquely influenced the constructs of
TAM and TPACK. For TAM, the mandatory nature of technology use during the pandemic accelerated the
development of perceived ease of use, pushing teachers past the initial hurdles that often deter adoption.
Simultaneously, the success in maintaining educational continuity highlighted the undeniable perceived
usefulness of digital tools, cementing their place in post-pandemic pedagogy.
Regarding TPACK, the pandemic forced a rapid integration of all three knowledge domains. Teachers'
technological knowledge rapidly expanded due to necessity. This newfound TK then had to be consciously
integrated with their pedagogical knowledge to design effective online instruction and with their content
knowledge to deliver subject-specific material digitally. The study illustrates that the pandemic did not merely
add a "T" to "PCK," but rather triggered a fundamental restructuring of how these knowledge bases interrelate
under pressure, leading to a more robust, albeit often stressful, TPACK development (Rap & Blonder, 2024).
The persistent challenges, however, indicate that achieving optimal TPACK requires sustained effort and
institutional support, especially concerning the integration of advanced digital pedagogy.
CONCLUSION
This qualitative case study meticulously investigated the transformative journey of teachers at a Malaysian
international school, delineating their perceptions and adaptations during the critical shift from emergency
remote teaching to the sustained integration of blended learning practices. The findings underscore that this
transition was far from a simplistic adoption of technology; rather, it constituted a profound process of
professional evolution. Teachers navigated a trajectory from initial apprehension and technical uncertainty to a
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confident, pedagogically driven application of digital tools, a progression effectively framed by the synergistic
interplay of the Technology Acceptance Model and the Technological Pedagogical Content Knowledge
framework.
The study unequivocally demonstrates that the COVID-19 pandemic served as a potent, albeit disruptive, catalyst
for enduring change. It compelled educators to cross a critical threshold of experience, thereby significantly
enhancing their digital competencies and refining their capacity to align technology strategically with specific
pedagogical objectives and content demands. However, this transformative process was neither effortless nor
uniformly seamless. Persistent challenges pertaining to infrastructure, student engagement, and teacher well-
being consistently emerged, highlighting that the sustainable integration of blended learning necessitates more
than individual teacher resilience; it mandates deliberate and continuous systemic support mechanisms.
Ultimately, the research indicates that blended learning has become institutionalized within the studied context,
evolving from a temporary crisis response into a fundamental, durable component of instructional practice. The
contemporary post-pandemic classroom is now inherently a blended space, strategically augmented by digital
tools that facilitate collaboration, assessment, and feedback. For this pedagogical model to flourish with optimal
quality and equity, ongoing investment remains paramount. This investment must extend beyond robust
technological infrastructure to encompass sustained, pedagogy-focused professional development initiatives and
the cultivation of supportive leadership cultures. The empirical insights derived from this study offer a valuable
evidence base for school leaders and policymakers, both within Malaysia and across comparable international
settings, as they endeavor to cultivate resilient and effective blended learning ecosystems for future educational
landscapes.
ACKNOWLEDGEMENTS
We express our thousands of thanks to the UNITAR International University for the support of the publication
of this research.
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