Investigation on the Role of Learning Technology in Facilitating and Enhancing Professional Development of Faculty Members

This study examines how learning technologies shape faculty members’ experiences of professional development. Using a qualitative design, semi-structured interviews were conducted with 62 faculty members from 13 universities. Data was analyzed through deductive thematic analysis supported by NVivo 12. Three technology categories drawn from the literature—adaptive learning systems, ubiquitous learning environments, and interactive digital content—served as analytic lenses for examining faculty experiences. Participants reported that adaptive systems supported personalized learning pathways and helped structure self-directed professional learning. Ubiquitous learning environments expanded access by enabling learning across locations and times, allowing faculty to integrate development activities into their professional routines. Interactive digital content, including simulations and collaborative platforms, enhanced engagement and peer learning. However, participants also noted tensions related to workload expectations, algorithmic limitations, and technological infrastructure. Overall, the findings suggest that learning technologies reshape how faculty access and experience professional learning.