This research aims to examine the level of digital technology integration in teaching and learning among Sekolah Jenis Kebangsaan Cina (SJKC) teachers in Air Itam district. It seeks to evaluate their readiness in utilizing digital tools and identify potential barriers hindering effective adoption. The research contributes to the broader discourse on digital education by providing localized insights into Sekolah Jenis Kebangsaan Cina (SJKC) teachers’ experiences. Recommendations include targeted training programs, improved infrastructure and policy adjustments to foster equitable technology adoption in vernacular schools. The integration of digital technology in education has become a critical factor in enhancing teaching and learning effectiveness, particularly in the 21st-century classroom. With the rapid advancement of digital tools such as interactive platforms, AI-driven learning systems and online collaborative resources, educators worldwide are expected to adapt to these innovations to improve student engagement and learning outcomes. In Malaysia, the emphasis on digital transformation in education, as outlined in the Malaysia Education Blueprint 2013-2025, highlights the necessity for teachers to incorporate technology into their pedagogical practices. This study focuses on Sekolah Jenis Kebangsaan Cina (SJKC) teachers in Air Itam district, a group that has received limited attention in existing research on digital integration. Given the unique challenges faced by vernacular schools including resource allocation, teacher readiness and infrastructure limitations. It is essential to assess how effectively these educators are adopting digital tools. Understanding their level of technology integration will not only reveal gaps in implementation but also provide insights into how policy interventions and professional development programs can be tailored to support Sekolah Jenis Kebangsaan Cina (SJKC) teachers.
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