Teachers’ Perceived Barriers to Digital Instructional Media Integration: A Descriptive Qualitative Study in a Rural Elementary School

Abstract

This study aimed to explore teachers’ perceptions of the limited use of digital instructional media at SD Negeri Sungayang and to identify the factors shaping these practices. A descriptive qualitative approach was employed, involving four purposively selected teachers. Data were collected through semi-structured in-depth interviews and analyzed through repeated reading, coding, category development, and theme construction based on the interactive analytical model of Miles, Huberman, and Saldaña. The analysis generated three interrelated themes: limited digital technology operational skills, difficulties in developing and adapting instructional media, and perceived time demands associated with preparing and using media. The findings suggest that limited technological fluency may increase difficulties in media development and perceived time cost, which, for some teachers, contributed to a preference for more familiar teaching methods requiring minimal preparation. These findings can be interpreted through the TPACK framework, particularly as constraints related to Technological Knowledge and Technological Pedagogical Knowledge, rather than as a comprehensive diagnosis of teachers’ TPACK competence. Practically, the findings suggest the potential value of peer mentoring and ready-to-use digital instructional resources, although these strategies require further implementation and evaluation. Given that the study involved only four teachers from a single school, the findings are intended to provide contextual insight rather than broad generalization.