| Abstract: |
This study explored the experiences of retirable teachers in the integration of ICT in education. Utilizing a descriptive qualitative research approach, this research endeavor investigated the challenges faced by five retireable teachers who were approaching or had reached the retirement age of 60 to 65. Data were collected through in-depth, semi-structured interviews and analyzed using Colaizzi's seven-step method to extract core themes, patterns systematically, and expressed needs, respectively. Key findings highlight persistent difficulties in adapting to new technologies, including limited digital literacy, fear of errors, and the steep learning curve associated with unfamiliar modern tools that are commonly used in the present time. The study also identified a lack of institutional or formal support structures, which further complicated ICT adoption, along with reduced productivity and teaching effectiveness resulting from these challenges. Additionally, participants reported feelings of frustration, dependency on others, and decreased confidence when engaging with digital platforms. The study further revealed a strong need for accessible, continuous training programs, institutionalized technological support, and structured mentorship opportunities that consider the learning pace and experiences of older educators. To address these issues, the research proposed several practical innovations, including personalized learning portals, virtual helpdesks, and adaptive, needs-based workshops. These initiatives are designed to enhance ICT competence, reduce anxiety, and improve overall teaching effectiveness among retireable teachers. Based on these findings, the study recommends that educational institutions implement inclusive and tailored professional development programs, provide accessible resources, and establish supportive systems to better empower retireable teachers in effectively and confidently integrating ICT into their teaching practices. [ABSTRACT FROM AUTHOR] |
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