Title:
EXPLORING EFL TEACHERS’ NARRATIVE OF DIGITAL LITERACY IN BLENDED LEARNING CONTEXT AT SENIOR HIGH SCHOOL

Authors:
Dieta Hanurani

Abstract:
This study investigates EFL teachers’ narratives of digital literacy practice within blended learning contexts at senior high schools. Employing a qualitative narrative inquiry design, data were collected through in-depth interviews with three English teachers from different institutional backgrounds. The findings reveal contextual constraints, socioeconomic diversity, and professional responsibility from teachers’ experience. Three narrative patterns appeared: digital literacy as structural adaptation, as inclusive and critical pedagogy, and as an integrated learning community. The participants’ stories emphasize the main role of teacher agency in discussing technological platforms within pedagogical practice. Rather than understanding digital literacy as only for technical competence, the teachers framed it as a reflective, ethical, and context-responsive practice. This study contributes to the discussion on digital literacy by emphasizing teachers lived experiences in blended learning environments.

Keywords:
Digital Literacy, Blended Learning, Teacher Professional Agency, Qualitative Case Study.

DOI:
https://doi.org/10.37500/IJESSR.2026.9210

Date of Publication: 14-04-2026