Curriculum and Instruction in Flux: Navigating Ethic-Onto-Epistemological Challenges in Digital English Teaching

Research Article

Abstract

This mixed-methods study explores, through ethic-onto-epistemological lenses, some of the key ethical, ontological, and epistemological complications that rise within the digital pedagogy of teaching the language of English. Semi-structured interviews were carried out with 10 teachers and 60 teachers who responded to the survey to understand their experiences and perceptions about digital tools in practice. Qualitative results show that themes centre around negotiating ethical issues of data privacy and academic integrity, ontological shifts in pedagogical practice, and ongoing professional development. Quantitative results show the attitude to be generally positive toward the use of digital tools. However, there are still significant challenges in a lack of training and resources. Over 70% expressed a need for further professional development in effective digital pedagogy. This study has underlined some of the challenges in adapting to digital teaching in a flux pedagogy framework, such as data protection policies that should be clearly articulated and educators needing targeted support. Other recommendations include investing in comprehensive training programs, developing ethical guidelines on technology use, and encouraging educator collaborative learning communities. Addressing these challenges, stakeholders could work toward a more levelled and effective digital learning environment-one that does not violate ethical considerations but enhances pedagogical practice.