ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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Digitalization of Education. Exploring Views and Experiences of
Coastal School Teachers
Muhaimi Saifuddin Mohamad Salleh
1*
, Noorli Khamis
2
, Fauzi Kamaruddin
3
1,2,3
Department of Education, Fakulti Pengurusan Teknologi dan Teknousahawanan, Universiti
Teknikal Malaysia Melaka
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.92800033
Received: 08 November 2025; Accepted: 14 November 2025; Published: 19 December 2025
ABSTRACT
The 21st-century education landscape has rapidly embraced digitalization to enhance teaching and learning
processes. This shift is driven by the need for increased accessibility, student engagement, and flexible delivery
methods. Digital technologies also promote greater efficiency and collaboration among key educational
stakeholders. However, limited research exists on how contextual factors influence the success of educational
digitalization, particularly in rural or coastal school settings. This study adopts a qualitative case study approach
exploring how teachers in coastal schools in Bachok, Kelantan perceive and experience the digitalization of
education. Four teachers from a coastal school have been participants of the study. Findings highlight both
enabling factors and challenges, offering practical insights into future policy and digital education initiatives
targeting underrepresented regions.
Keywords: Grounded Theory, Digitalization, Coastal Schools, Teachers
INTRODUCTION
Digitalization of education has become a global phenomenon, impacting students across all educational levels,
from kindergarten to tertiary institutions (Crittenden, Biel, & Lovely, 2019; Meng et al., 2025; Vitalis et al.,
2025; Palacios & Huertas, 2025). No longer an optional enhancement, digital integration in education is now a
necessity, shaping how students learn and prepare for the future (Seethal & Menaka, 2019; Gumaelius et al.,
2024; Khan et al., 2024; Awidi & Paynter, 2024). Digital literacy is widely perceived as equipping students with
essential 21st-century skills, including critical thinking, creativity, adaptability, and technological proficiency
(Malik, 2018; Rahimi, 2024; Adera, 2025).
The impact of digitalization on education varies across countries. For instance, in Sweden, digital transformation
has influenced teaching pedagogy, school management, and support systems for teachers and students (Lindqvist
& Petterson, 2019). Similarly, in Finland, it has led to significant changes in instructional methods and
strengthened collaboration among teachers, administrators, and parents (Korhonen, 2021). However,
Gapsalamov et al. (2020), Tasdan et al. (2025), and Jin et al. (2025) found that despite active engagement in
digitalization efforts, many stakeholders, including administrators, teachers, and students—struggle to fully
understand the process and their respective roles within it
While numerous studies have explored digitalization in urban and suburban schools, research focusing on coastal
schools, particularly in economically disadvantaged regions such as Bachok, Kelantan, remains limited. Existing
literature largely discusses teachers' attitudes toward digitalization and general implementation strategies but
lacks in-depth analysis of the socio-economic barriers specific to coastal schools. Furthermore, while prior
studies have examined digital infrastructure and technical readiness, fewer studies have explored the holistic
challenges—including pedagogical, administrative, and socio-economic factors—faced by coastal educators.
This study seeks to address these gaps by providing empirical insights into the lived experiences of teachers in
Bachok, contributing to a more nuanced understanding of digitalization in marginalized educational settings.
Scope of the Study
This study aims to explore the experiences of teachers in coastal schools in Bachok, Kelantan, as they navigate
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 337
www.rsisinternational.org
the digitalization of education. Given the limited research on digitalization in coastal schools, the findings will
provide valuable insights for the Ministry of Education in designing relevant training programs for teachers and
students in these areas. Understanding the unique challenges faced by coastal school educators will help
policymakers develop targeted interventions that align with their specific needs (Sudarso, Keban, & Mas’udah,
2019; Nelson et al., 2025; Dai, 2025). At a broader level, the findings will contribute to national efforts to ensure
equitable access to quality education, thereby helping bridge socio-economic disparities. From a human resource
development (HRD) perspective, digitalizing education in economically disadvantaged coastal areas aligns with
efforts to enhance human capital by equipping individuals with the knowledge and skills needed for improved
socio-economic mobility
LITERATURE REVIEW
Digitalization in the school context
The Challenges associated with digitalization vary based on context. School administrators and teachers are
directly involved in the process of digitalization in schools. A study by Damsa et al. (2021) in Norway classified
teachers' responses into three categories: highly receptive teachers eager to embrace new technologies,
moderately receptive teachers willing to adapt with some reservations, and resistant teachers reluctant to
integrate digital tools into their teaching. In Sweden, school administrators view digitalization as a multifaceted
challenge encompassing technical, pedagogical, administrative, and organizational aspects (Lindqvist &
Pettersson, 2019). In Malaysia, research by Tohara (2021) at Universiti Utara Malaysia (UUM) found that while
teachers have become more adept at using technology and online resources, their pedagogical approaches have
remained largely unchanged.
School Administrators
The role of school administrators is crucial in ensuring the successful implementation of digitalization in
education (Subban et al., 2020; Hamzah, Nasir, & Wahab, 2021; Lopez et al., 2022). When digitalization aligns
with a school's broader vision and is actively championed by principals, its adoption is more effective (Subban
et al., 2020). Additionally, administrators' ability to design relevant programs and understand school culture
plays a vital role in supporting digital transformation (Lopez et al., 2022).
Teachers
In Malaysia, teachers generally have a positive attitude toward digitalization (Zainal & Zainuddin, 2020;
Clement & Yunus, 2021; Sahrir et al., 2021; Ke & AlSaqqaf, 2022). However, despite this positive reception,
many teachers require further support in ICT skills and digital classroom practices (Zainal & Zainuddin, 2020).
Clement and Yunus (2021) found that even teachers in rural Limbang, Sarawak, embraced digitalization
positively, though the actual implementation of digital tools in classrooms remains limited. Similar findings were
reported in Sabah (Ke & AlSaqqaf, 2022). Teachers' readiness for digitalization depends largely on their
exposure to technology and the level of institutional support they receive (Sahrir et al., 2021). Thus, knowing
how teachers in different geographical and social settings respond to the process of digitalization in education is
important
Socio economic factors
A key factor influencing digitalization in coastal schools is the socio-economic status of students' families. Most
parents in these communities belong to the B40 group, referring to the bottom 40% of income earners in
Malaysia, with a household income of less than RM4,850 per month (Department of Statistics Malaysia
[DOSM], 2020). Their lower levels of education and financial constraints often limit access to digital resources.
Insights from this study will assist the Ministry of Education in crafting comprehensive, context-sensitive
strategies to support these communities.
Bachok, Kelantan, has been selected as the study location due to its status as one of Malaysia’s twenty poorest
districts, as recently highlighted by the Economic Minister (Aizat, 2023). Examining how teachers in one of
Malaysia’s most underprivileged coastal districts experience digitalization will provide a deeper understanding
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 338
www.rsisinternational.org
of the systemic challenges they face.
Proposed Conceptual Model
The proposed conceptual Model for this study is adopted from the Digital Transformation Model (DT) which
has been extensively used to describe and evaluate digital transformations which take place in business and
industrial worlds. Gunsberg et al, (2018), used the model to describe and analyse transformations that take place
in the field of education. Thus, this study will be adopting the DT model used by Gunsberg et al, (2018) as a
framework in guiding the formation of questions for the interviews. There are six dimensions in the DT model
as illustrated in Table 2.5 below
Table 2.5: Six dimensions of ACE DT Model
Dimensions
Details
Leadership and Management
How can leaders and managers catalyze digital transformation?
Innovation
How innovation propels the digital transformation process?
Strategy
How are strategies used to facilitate the digital transformation process?
Culture
How culture of any organization assists in digital transformation
Learning and Change
How can learning and change being affected by digital transformation?
Structure
How does the structure of an organization influence digital
transformation?
Source: (Gunsberg, Callow, Ryan, Suthers, Baker & Richardson, 2018)
The conceptual model for this study is shown in Figure 2.5 below.
Figure 2.5 The conceptual Model of Digital Transformation in coastal schools
METHODOLOGY
This study employs a case study research design to examine how one coastal school in the district of Bachok
experiences the process of digitalization in education. A case study approach is particularly suitable for exploring
complex social phenomena within their real-life contexts, allowing for an in-depth understanding of the factors
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 339
www.rsisinternational.org
influencing digitalization in a specific setting (Yin, 2018). By focusing on a single school, this research provides
rich, contextualized insights that might not be captured through broader quantitative methods.
To achieve this, the study primarily relies on in-depth interviews as the main data collection method. According
to Charmaz and Thornberg (2021), qualitative interviews offer an open-ended, in-depth exploration of
participants lived experiences, perspectives, and challenges. This approach ensures a nuanced understanding of
how teachers navigate the digitalization process.
Research Design and Sampling
Constructivist Grounded Theory (CGT), pioneered by Charmaz, emphasizes the co-construction of knowledge
between researcher and participants, recognizing the interpretive nature of data analysis (Charmaz & Thornberg,
2021). It offers a systematic yet flexible process to build theory from lived experiences and contextual meanings.
The process begins with open coding, where initial categories emerge from data such as interviews, observations,
or documents. This is followed by selective coding, in which categories are compared, refined, and integrated
through a constant comparison process until saturation is achieved. In the final stage, theoretical coding revisits
and connects core categories, enabling the development of a coherent theoretical framework that explains both
actions and meanings.
A central feature of this framework is theoretical sampling, where participants are selected not randomly but for
their potential to contribute to emerging categories and concepts. This iterative process—driven by ongoing
analysis—ensures that data collection continues until theoretical saturation is reached, when no new insights
appear (Corbin & Strauss, 2015; Saunders et al., 2018). Throughout these stages, memoing and diagramming
capture the researcher’s reflections, guide analysis, and bridge the transition from coding to writing the final
theory.
Figure 4: Constructivist Grounded Theory Framework
In this study, participants are four schoolteachers directly involved with the process of digitalization in schools.
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 340
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Data Collection
Data was collected through semi-structured interviews and document analysis. The interviews allowed
participants to articulate their experiences, motivations, and concerning the process of digitalization in a coastal
school studied. This approach also enabled the researcher to follow emergent leads and explore unexpected
insights raised by participants (Charmaz, 2014; Given, 2016). Interviews were conducted face-to-face and via
online platforms, when necessary, with each lasting between 60–90 minutes. All interviews were audio-recorded
with consent and transcribed verbatim.
Data Analysis
Data analysis followed the Constructivist Grounded Theory coding procedures outlined by Charmaz (2014,
2020). This involved three stages:
1. Initial Coding – line-by-line coding to identify significant actions, meanings, and processes in farmers’
accounts.
2. Focused Coding – clustering the most significant and frequent initial codes into broader conceptual
categories.
3. Theoretical Coding – integrating and refining categories into a coherent framework that explains farmers’
perspectives on adopting chili harvesting robots.
Throughout the process, constant comparative analysis was employed, whereby data were continually compared
across interviews to refine categories and develop emerging theory (Bryant & Charmaz, 2019). Memos were
written throughout to capture analytic insights and guide further data collection.
Trustworthiness and Ethical Considerations
To enhance the trustworthiness of the study, several strategies were adopted. Credibility was ensured through
member checking, where selected participants reviewed their transcripts and emerging interpretations (Lincoln
& Guba, 1985; Nowell et al., 2017). Transferability was addressed by providing rich, thick descriptions of the
research context. Dependability and confirmability were supported by maintaining an audit trail of analytic
decisions and reflexive memos (Tracy, 2020).
Ethical approval was obtained from the host university’s ethics committee. Participants were provided with an
informed consent form explaining the study’s purpose, voluntary participation, and confidentiality of their
responses. Pseudonyms were used in reporting to protect participants’ identities.
Analysis of Results
Challenges Faced by Teachers in the Implementation of Digitalization
Teachers at this coastal school were required to implement digital education in accordance with the Ministry of
Education's (MOE) directives. Despite various challenges, they remained committed to fulfilling their
responsibilities. Their responses reveal a mix of perseverance, frustration, and adaptation.
One of the primary concerns was the uncertainty surrounding the effectiveness of online teaching. Teachers
expressed doubts about whether they were implementing digitalization correctly and whether students were truly
benefiting from online learning. As one teacher explained:
We need to follow KPM (Ministry of Education) instructions to conduct online classes, although we are not sure
whether we have implemented them correctly. We are also stressed because we don’t know how much content
our pupils actually absorb. [Teacher 1, 2023]
In addition to pedagogical uncertainties, technological constraints posed significant challenges. The lack of
adequate devices and weak internet connectivity frequently disrupted lessons, making online teaching
impractical. One teacher described the situation:
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
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Apart from not having enough gadgets, weak internet is also a problem here. Sometimes, during peak hours,
there was no internet at all. That’s why, as the headmaster explained earlier, during the PKP (Restricted
Movement), we opted for an offline approach—printing modules for parents to collect and use with their
children. [Teacher 2, 2023]
For teachers who attempted to integrate digitalization in classroom settings, logistical and technical difficulties
often overshadowed their efforts. One teacher illustrated the inefficiency caused by unreliable internet access:
It’s so frustrating. I spend so much time planning lessons to expose my pupils to digital tools. But just getting
them to the computer lab takes 15 minutes. Then, waiting for them to start the PCs takes another 15 minutes. By
the time we’re ready, we only have 30 minutes left—and most of the time, the internet is slow. So, it’s frustrating.
[Teacher 3, 2023]
Beyond classroom instruction, administrative tasks that required internet access also became a source of
frustration. One teacher recounted how disruptions in connectivity led to wasted effort and emotional distress:
As the secretary of the language department, I often need to complete online data submissions. This is supposed
to be done during our free time, but we have 30 teaching periods a week. Sometimes, just as I’m about to finish
and post the content, the internet disconnects, and I have to start all over again. It’s so frustrating. I get really
angry—usually, I just switch off my laptop and go eat. [Teacher 4, 2023]
These responses highlight that while teachers diligently followed government directives, their lack of training
and confidence in digital tools limited the effectiveness of online learning. Their perseverance is commendable,
reflecting the dedication of government schoolteachers to policy implementation. However, their struggles raise
concerns about whether digitalization efforts truly enhanced student learning. As noted by Gapsalamov et al.
(2020), even key stakeholders involved in digital transformation often lack a full understanding of the process,
leading to inefficiencies and gaps in implementation.
Psychological Readiness and Emotional Struggles in Adopting Digitalization
When interviewed, many teachers expressed that they never anticipated the need to embrace digitalization so
soon. While they acknowledged that technology would eventually become a central aspect of education, they
were unprepared for the abrupt shift. The sudden transition placed immense pressure on them, leading to feelings
of stress, anxiety, and frustration.
One teacher candidly shared their emotional struggle:
Stressful, because we did not expect this (the need to embrace digitalization) to happen so soon. [Teacher 1,
2023]
For some, the situation was overwhelming, particularly due to the unexpected reactions from students and
parents, which added to their distress:
Very troubling and stressful. We received all sorts of responses from pupils and parents, and we had never
encountered this challenge before. [Teacher 2, 2023]
Teachers generally believed that with proper training and support, they could have navigated the transition more
effectively. One teacher emphasized the importance of preparation:
With proper skills and training, I think we could perform better, and our pupils would enjoy the lessons more.
[Teacher 3, 2023]
However, for some, digitalization remained an intimidating and exhausting process. One teacher described their
ongoing struggle with adapting to digital tools:
Digitalization of teaching and learning is a nightmare for me… even until now. Frankly speaking, I have no
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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experience in this. Of course, I know basic things like using WhatsApp or Telegram, but if you ask me about
online learning and all that… I am really bad at this. Not competent at all. All these years as a teacher, I have
been so used to the traditional way of teaching… hahaha.[Teacher 4, 2023]
The findings suggest that while digitalization had already taken root in other educational settings, teachers in
this school had never anticipated that they would need to adopt it so soon. Their lack of mental preparedness
intensified their stress, making the transition more challenging. Mental readiness is a crucial component of
effective training, as teachers require not only technical skills but also the confidence to navigate digital learning
environments. This aligns with the findings of Sahrir et al. (2021), who argue that teachers will only be fully
prepared to embrace digitalization when they receive adequate training and exposure to digital tools.
Generational and Socioeconomic Digital Divide in Education
The issue of digital disparity in education has been widely discussed, particularly in relation to infrastructure
gaps between urban and rural areas (Surianshah, 2021; Darus, 2021). However, this study reveals that digital
gaps also exist due to differences in knowledge and skills among schoolteachers. Specifically, younger teachers
are generally more technologically proficient and adaptable, while senior teachers struggle to embrace
digitalization, leading to increased stress and frustration.One teacher highlighted their personal struggle with
digital tools, acknowledging that while they lacked competency, training could bridge the gap:
I think I am not competent in this (digital technology), just like my other friends. But with enough training, I
think we can learn the skills. So far, I have never attended any courses on this (digital learning). Now, after
COVID, I don't really use online learning or any other digital methods with my pupils. Younger teachers are
obviously better.[Teacher 1, 2023]
The disparity in digital competency is particularly pronounced in schools where the majority of teachers are
nearing retirement. Many senior teachers found the transition to digital learning overwhelming, with some even
considering early retirement:
The majority of teachers in my school have more than 30 years of experience and are retiring in less than three
years. When the Ministry of Education introduced online learning and digitalization initiatives, especially during
the COVID-19 pandemic in 2021, many of them talked about taking early retirement. They admitted that learning
new skills at their age was challenging. Young teachers are good. They are digital-savvy. Almost all of them
know this (digital technology). They don’t fear it like us. But in coastal schools, there are not that many young
teachers. Even in my school, we have less than 10.[Teacher 2, 2023]
The sentiment of being left behind was echoed by another teacher, who acknowledged the advantages younger
teachers had in adapting to digitalization:
Young teachers are quick and skillful. We really envy them. Unlike us, who fear this (digitalization of education),
they are very creative in using it. If we have one or two among us, we are thankful. They can assist us, the older
generation. [Teacher 3, 2023]
For many senior teachers, digitalization was an unwelcome challenge that added stress and anxiety:
When we had to implement online learning for the first time, most teachers in my school—who are in their 50s—
were really stressed and troubled. Many talked about early retirement because they knew they couldn’t cope
with digitalization. Unlike young teachers, we believe that this (digital technology and digitalization of
education) is no longer for us. [Teacher 4, 2023]
This study confirms that the digital divide is not only geographical but also generational. Young teachers,
having grown up in a more digitalized environment, are more confident and skilled in using technology, whereas
senior teachers feel overwhelmed due to their lack of exposure and training. This aligns with findings by
Judijanto et al. (2024), who reported disparities in teachers’ digital skills based on the age gap.
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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Socioeconomic Disparities in Digital Access Among Students
Beyond the generational gap among teachers, the study also highlights digital inequalities among students,
particularly in relation to socioeconomic background. Pupils from wealthier families have greater access to
online learning resources and co-curricular activities compared to their peers from lower-income households.
One teacher explained how economic constraints limited student participation in online activities:
It was always the same pupils—those who could afford it—who joined co-curricular activities online. For
example, if we conducted online quizzes about sports or uniform bodies, the participation rate was less than 50%
among Year 4, 5, and 6 pupils. And those who won were typically the same students who had access to gadgets
at home. Those without gadgets faced challenges. To address this, we provided offline modules for academic
subjects, but not all students returned them to school for marking. That was one of the issues during the last PKP
(Movement Control Order)...[Teacher 3, 2023]
For some students, digital learning was completely inaccessible due to a lack of exposure to technology at home:
Most pupils in my school do not know much about digital technology or ICT. Coastal kids come from poor
families. The majority have never used laptops or PCs at home—only at school. That’s why we have to teach
them all the basics. But honestly, even teachers like me are not very competent… hahaha.[Teacher 4, 2023]
These findings indicate that students from higher-income families enjoy a significant advantage in digital
education, as they have better access to resources and tools needed for online learning. This economic divide
further exacerbates learning disparities, as students from disadvantaged backgrounds struggle to keep up with
digitalized education. The findings also highlight two key dimensions of the digital divide: a generational gap
among teachers and a socioeconomic gap among students. Senior teachers face difficulties in adapting to
digitalization due to a lack of prior exposure and training, while younger teachers are more confident and
proficient in using technology. Meanwhile, students from low-income families have limited access to digital
tools, reducing their participation in online learning and extracurricular activities. Addressing these disparities
requires targeted interventions, including comprehensive digital training programs for teachers and equitable
access to digital resources for students.
Challenges in Technical Support and Infrastructure
Teachers in coastal schools are accustomed to a structured system where technical and administrative support is
provided at various levels—policy guidance from the Ministry of Education (MOE), training at the state level,
and technical assistance from district education offices. However, when dealing with digitalization challenges,
schools often struggle with a lack of immediate and on-site technical support.
No… but if we have problems, we can call someone. In every school, there is a person in charge of ICT, but
they are not based in the school. They stay at the PKG (School Activity Centre) managed by the district education
office. They come when called, but not immediately. I think it would be faster if each school had its own ICT
assistant stationed within the school. – [Teacher 1, 2023]
Once, I brought my students to the computer lab for an online quiz. We couldn’t do it in the classroom because
the internet was unreliable. The lab had enough PCs for students to share in pairs, but we were delayed because
the previous users had changed their password. We had to call the teacher in charge of the lab, and it took more
than 15 minutes to resolve. After that, I rarely used the lab anymore…hahaha.– [Teacher 2, 2023]
Another challenge is the lack of trained ICT personnel in schools. Often, the responsibility of troubleshooting
technical issues falls on teachers who have no formal ICT training.
The person in charge of ICT in my school has no ICT background—he just learned from experience. For
example, we called Ustaz X to help repair a computer. He has some skills, but he learned them informally.
Schools should not rely too much on untrained teachers for ICT support. They have their own teaching
responsibilities. We need a properly trained technician, especially in coastal schools. – [Teacher 4, 2023]
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
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Special Issue | Volume IX Issue XXVIII November 2025
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Unlike conventional teaching challenges that can be addressed through standardized solutions, digitalization
presents unique challenges for each school, requiring customized strategies. However, the MOE expects schools
and teachers to adapt creatively to these challenges despite the lack of adequate technical support.
Emerging Challenges in Digitalized Education
The digitalization of education has introduced new challenges for teachers, particularly in managing student
behavior related to technology use. Issues such as misuse of mobile phones, social media distractions, and
inappropriate content sharing have become prevalent in schools.
Students often take selfies during class. One time, a student even made a TikTok video. When we investigated
and spoke to him, we realized that if the teacher collects the phones after class, it’s fine. But if the teacher forgets
or doesn’t notice, then problems arise. There was a case where a student uploaded an inappropriate picture on
TikTok. He managed to avoid the teacher’s notice, and then the teacher had to figure out how to resolve the
issue. That’s why allowing phones in school can have unintended consequences. – [Teacher 1, 2023]
A student once brought a phone to school without the teacher’s knowledge. During a school camping trip, he
took pictures of students making noise and shared them—not just in his class group but also in other class
WhatsApp groups. From an outsider’s perspective, it looked like the teacher wasn’t in class, even though, at that
time, classes were combined due to many students and teachers being away for the trip. – [Teacher 2, 2023]
Such incidents highlight the growing concerns over digital responsibility and ethics in schools. The integration
of technology into education requires clear policies, stricter monitoring, and digital literacy programs to guide
students on the appropriate use of digital tools. Without proper regulation, the very tools meant to enhance
learning can become sources of distraction and misconduct
DISCUSSION
The findings of this study provide important insights into the challenges and opportunities of digitalization in
coastal schools. Four key areas emerged from the data: Infrastructure and Connectivity, Teacher Readiness and
Digital Competence, Technical Support, and Emerging Challenges in Digitalized Education. Each of these
findings aligns with and extends previous literature on digital transformation in education.
Infrastructure and Connectivity: Persistent Gaps in Digital Access
The study found that many coastal schools continue to face issues related to poor internet connectivity and
insufficient digital resources. These findings align with Selwyn (2021), who emphasized that digital equity
remains a major barrier in technology adoption, particularly in remote and rural areas. Similarly, Timotheou et
al. (2023) reported that inadequate knowledge and skills among users and infrastructure limits the effective use
of technology in teaching and learning, often leading to inconsistent implementation of digital tools in
classrooms.
Teachers in this study shared frustrations over weak internet signals and unreliable hardware, which disrupted
lesson delivery. This is consistent with the work of van Deursen et al. (2021), who argued that digital access is
not only about availability but also usability—if infrastructure is unreliable, digital learning cannot be sustained
effectively. The study reinforces the call for targeted investment in digital infrastructure in rural schools to bridge
the digital divide.
Teacher Readiness and Digital Competence: Balancing Confidence and Challenges
While some teachers demonstrated adaptability and enthusiasm in integrating technology, others lacked
confidence and struggled with new digital tools. This mixed level of readiness is similar to findings by Howard
et al. (2021), who noted that teachers' digital competencies vary significantly based on experience, training, and
institutional support. Additionally, Long (2023) highlighted that while many teachers recognize the potential of
digital tools, their adoption often depends on prior exposure and structured training.
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
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One teacher in this study expressed frustration over the lack of structured digital training, stating that they had
to rely on self-learning. This reflects the concerns raised by Punya and Mishra (2021), who found that teacher
professional development in digital education is often inconsistent, leaving many educators underprepared for
technology-integrated instruction. These findings suggest that continuous professional development programs
tailored to specific school contexts are essential for successful digital adoption
Technical Support: The Need for Skilled Personnel
Teachers reported that while technical support is available, it is often insufficient or delayed. This is in line with
research by Johnson et al. (2021), which found that the availability of ICT support personnel significantly
influences teachers' willingness to use technology. A recurring concern in this study was the reliance on
untrained personnel or other teachers for IT assistance, leading to inefficiencies.
The findings echo Stutchbury et al. (2025) and Afiyah (2025), who argued that without dedicated and trained
ICT personnel, schools struggle with the maintenance and troubleshooting of digital tools, which in turn
discourages technology use. This study suggests that embedding trained ICT personnel in each school could
enhance the adoption and sustainability of digital learning.
Emerging Challenges in Digitalized Education: Managing Student Behavior
The integration of digital tools has introduced new challenges, particularly in student discipline and online
behavior. Teachers in this study recounted incidents where students misused smartphones for social media,
causing disruptions. This finding aligns with Livingstone and Blum-Ross (2019), who highlighted that digital
education not only brings academic benefits but also creates new behavioral management issues, such as digital
distractions and online misconduct.
Furthermore, Boyd and Ellison (2020) emphasized that students require structured digital citizenship education
to navigate online spaces responsibly. Without proper guidelines, as seen in this study, teachers are often left to
manage digital misbehaviour reactively rather than proactively. This underscores the need for clear school
policies on digital device usage and the integration of digital ethics education into school curricula.
CONCLUSION
The process of digitalization in coastal schools as experienced by teachers and students exposes a unique finding.
The transition toward digitalized education presents a multifaceted set of challenges that affect both teachers and
students. Teachers often grapple with psychological readiness and emotional resistance, especially in the face of
rapid technological change, while also contending with the need to develop digital competence and confidence.
These challenges are further exacerbated by a generational and socioeconomic digital divide that impacts both
teachers and students’ access to technology and training. Socioeconomic disparities among students hinder equal
access to digital resources, deepening educational inequalities.
Meanwhile, insufficient technical support and inadequate infrastructure create practical barriers, underscoring
the urgent need for skilled personnel and sustained investment. As digital education continues to evolve,
emerging issues such as managing student behaviours in online environments highlight the complexity of the
digital classroom. Addressing these interconnected challenges requires a holistic approach—one that considers
emotional, technical, and structural readiness—to ensure that digitalization enhances, rather than hinders,
equitable and effective learning experiences
ACKNOWLEDGEMENT
The authors would like to express their sincere gratitude to Universiti Teknikal Malaysia Melaka (UTeM) for
the support provided Appreciation is also extended to the Faculty of Technology Management and
Technopreneurship (FPTT), UTeM, for their continuous support and encouragement throughout this study.
ICTMT 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXVIII November 2025
Page 346
www.rsisinternational.org
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