Navigating New Norms: Lecturers’ Insights on Digital Learning Integration in Higher Education—A Case of Israel

Abstract

This study investigates the implementation of digital learning (DL) methodologies in Israeli higher education, focusing on lecturers’ perceptions and pedagogical transformations. Through in-depth interviews with fifteen lecturers from diverse disciplines, we examine the tension between DL and traditional ‘hevruta’ learning—a collaborative, discussion-based approach rooted in Israeli educational traditions. Thematic analysis reveals three key findings: (1) cultural and institutional factors as primary challenges, especially the tension between ‘hevruta’ learning and digital platforms; (2) a dichotomy in lecturers’ attitudes towards DL; and (3) the evolving role of lecturers from knowledge holders to facilitators. The study proposes the Cultural–Technological Integration Framework (CTIF), extending existing theoretical models by incorporating cultural compatibility as a crucial factor in technology acceptance. Our findings underscore the need for comprehensive institutional support and culturally sensitive approaches to DL implementation, providing valuable perspectives for policymakers and educators in diverse cultural contexts.

Keywords

• digital learning integration
• higher education pedagogy
• educational technology
• faculty perceptions
• Israeli higher education