Abstract
Virtual education in universities has been significantly influenced by technology due to the rapid evolution of various tools, which, when implemented in the educational sector, modernize the roles of learning and teaching in the digital era. This research aims to analyze the role of teacher engagement in fostering effective performance in virtual education. The study employed an interpretive paradigm with a qualitative approach and a phenomenological design, utilizing the hermeneutic method for analysis. Ten teachers and five teaching coordinators, who served as key informants, were interviewed. The findings highlight the critical importance of teacher engagement and commitment in achieving effective performance in virtual education. Such engagement enhances meaningful learning and critical thinking among students, improves the virtual educational process, elevates the quality of higher education, and supports the effective social integration of graduates.
Published Version
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