Implementing and leading technology-driven pedagogical change: A Study among Teachers from Selected Schools in Abu Dhabi

Abstract

This study examines the challenges and facilitators of implementing technology-driven pedagogical reform in Abu Dhabi’s educational system, with a focus on leadership and digital integration. The aim is to explore how leadership strategies and professional development can enhance technology integration in teaching and learning. The main research question investigates which leadership strategies and practices effectively support technology integration in Abu Dhabi’s schools. Key related literature includes Mishra and Koehler’s (2006) TPACK framework and Fullan’s (2001) work on educational change. The study employs a mixed-methods approach, combining qualitative semi-structured interviews and quantitative surveys with teachers and school administrators. Findings reveal that visionary leadership, strategic planning and collaborative professional development are critical for successful technology integration, while resistance to change and resource limitations pose significant challenges. The implications suggest that policymakers and school leaders should prioritise evidence-based strategies, targeted training and alignment with broader educational goals to sustain technology-driven reforms. A key limitation is the study’s focus on Abu Dhabi, leaving scope for future research to explore regional comparisons and long-term impacts of technology integration. The study concludes that effective leadership and continuous professional development are essential for successful technology integration, offering actionable insights for educational innovation in the region. Keywords: Technology-driven pedagogy, educational leadership, technology integration, leadership strategies, professional development.