Abstract
Teaching and learning have transformed exponentially during and post pandemic, with several digital tools emerged during this period. Digital Learning Agility (DLA), which stems from the broader concepts of learning agility (LA), emphasises the ability of teachers to adapt, learn, and apply digital tools effectively in teaching. In this context, reflective practices empower educators to assess their digital teaching strategies, identify areas for improvements, and implement meaningful changes; all aimed at enhancing student engagement and learning outcomes. Building on this conceptual grounding, this study aims to explore the role of reflective practices in cultivating DLA among teachers. Using a qualitative case study approach, this research involved 20 teachers, five school administrators, and 20 parents selected via purposive sampling. Data were collected through observations, semi-structured interviews, and photographs, portraying a comprehensive understanding reflective practices and DLA. The findings revealed a nuanced portrayal that while teachers acknowledged the importance of technology integration in their classroom, they faced barriers such as theirs and students varied digital literacy levels and insufficient training. Notably, reflective practices were found to be instrumental in overcoming these challenges as it fosters teachers’ adaptability and innovation in teachers’ digital teaching practices. These findings underscored the necessity of embedding reflective practices into teacher development programs to support digital agility amidst the on-going digital transformation in education.
Keywords: Agility, Digital Education, Digital Learning, Reflective Practices, Teachers Professional Development.