Integrating Information and Communication Technology into Malay Language Reading Instruction in Pahang, Malaysia: An Analysis of Teachers' Digital Literacy, Implementation Challenges, and Improvement Strategies

The integration of Information and Communication Technology (ICT) has become a key priority in educational transformation, yet empirical evidence on its implementation in Malay language reading instruction remains limited. This study aimed to examine the level of digital literacy among Malay language teachers, analyse the challenges encountered in ICT implementation, and identify strategies for strengthening ICT integration in Malay language reading instruction. A quantitative descriptive survey design was employed involving 100 secondary school Malay language teachers in Pahang, Malaysia, selected through purposive sampling. Data were collected using a structured questionnaire and analysed using descriptive statistics, including frequency, percentage, mean, and standard deviation. The findings revealed that teachers demonstrated a very high level of digital literacy (M = 4.72, SD = 0.49), particularly in the use of digital learning platforms, digital assessment tools, and interactive reading resources. However, teachers also reported substantial challenges in ICT implementation (M = 4.58, SD = 0.61), particularly regarding internet connectivity, access to digital reading materials, digital assessment, and accommodating students with diverse reading abilities. Respondents expressed strong agreement on strategies to strengthen ICT integration (M = 4.75, SD = 0.45), with the highest priorities being the establishment of a national repository of digital Malay language reading materials and the development of a dedicated digital reading assessment platform. The study concludes that effective ICT integration extends beyond teachers' digital competence and is shaped by the interaction between digital literacy, pedagogically meaningful implementation, and a supportive educational ecosystem. The study contributes to the literature by proposing an empirical digital pedagogical ecosystem that integrates teachers' digital literacy, implementation challenges, and pedagogical improvement strategies within a unified framework informed by the Digital Education Policy (DEP) and the Technology Acceptance Model (TAM), providing practical implications for educational policy, teacher professional development, and future research.

Information and Communication Technology, digital literacy, Malay language

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