Abstract
Technology integration transformed education, redefining the teaching and learning experience. Today's classrooms have come a long way from the days of textbooks and blackboards. This study focuses on the design and development of an instructional module aimed at enhancing faculty digital competence in technology integration within higher education. Employing a Design and Development Research (DDR) methodology and guided by the ADDIE Model, the research involved comprehensive needs assessments through stakeholder interviews and expert evaluations. The instructional module was structured to address identified gaps in faculty technology integration skills and is grounded in Kolb’s Triple E Model of Engaging, Enhancing, and Extending learning experiences. Evaluation results from a panel of experts revealed that the module effectively met several key pedagogical standards, demonstrating high levels of content clarity, engagement, and appropriateness for professional development needs. Despite these strengths, the findings indicated opportunities for improvement, particularly in the areas of content inclusivity for diverse learners and the incorporation of structured self-assessment and reflection opportunities. Recommendations emerging from the study include enhancing content tailored to varied learning styles, fostering deeper reflective practices, establishing continuous feedback mechanisms, and conducting professional development sessions to support effective module implementation. This study underscores the importance of continually refining instructional resources to empower faculty in effectively integrating technology within their teaching practices, ultimately enhancing student learning experiences in the digital era.
