Navigating the Digital Shift: Analyzing Teachers' Perceptions of Transitioning to Online Platforms at Higher Education

Abstract

This study examines university teachers’ perceptions of transitioning from traditional classroom instruction to online learning platforms. The research was conducted among 217 faculty members from three public universities in Multan: The Women University Multan, Bahauddin Zakariya University, and Emerson University Multan. A randomly selected sample of 160 teachers participated in the study. Data were analysed using descriptive statistics (mean, standard deviation, and frequencies) and inferential statistics (t-test). Findings indicate that prior experience with traditional educational methods significantly predicts teachers' perceptions of online learning, suggesting that familiarity with conventional teaching practices influences adaptability to digital platforms. The study highlights the need for targeted faculty training programs to equip educators with the technological skills and pedagogical strategies essential for effective online instruction. Institutions should implement structured professional development initiatives to enhance digital literacy, student engagement, and instructional efficiency in virtual classrooms.