Educators’ perceptions on the use of Edu-Tech in the EFL context: Collaborative autoethnography of English teachers in higher education

Educators’ perceptions play a crucial role in the adoption of Edu-Tech, influencing the implementation and effectiveness of technological tools in education. This research investigates the perceptions and practices of faculty members regarding Edu-Tech integration in English as a Foreign Language (EFL) instruction within higher education institutions. The study explores faculty’s perceptions, the types of Edu-Tech tools used, and the challenges faced in incorporating technology into teaching practices. By examining faculty perspectives, this research aims to identify factors affecting technology adoption and to understand current practices and trends in Edu-Tech integration in EFL instruction. The study also addresses the barriers encountered by educators, such as technical issues and the need for continuous professional development. By highlighting these challenges, the research seeks to inform efforts to overcome obstacles and promote seamless integration of Edu-Tech in language education. The findings offer practical recommendations for optimizing Edu-Tech strategies, aiming to enhance learning outcomes and prepare students for success in the digital age. Ultimately, this research underscores the transformative potential of Edu-Tech in EFL instruction, advocating for a balanced and thoughtful approach to technology integration.