Abstract

This study analyzed the actual features of EduTech-integrated instruction implemented in school libraries and the perceptions of teacher librarians through in-depth interviews amid accelerated digital transformation in education. Drawing on the directions set by the 2022 Revised National Curriculum and the Fourth Comprehensive Plan for the Promotion of teacher Libraries, the study focused on teacher librarians’ motivations and rationales for adopting EduTech, their instructional design approaches and implementation strategies, and the changes observed in students’ learning processes—participation, use of digital literacy, production of creative outcomes and collaborative activities. The participants were five middle and high teacher teacher-librarians selected through purposive sampling on the basis of their experience in conducting EduTech-integrated lessons and their instructional design competence. Analysis of the interviews showed that the teacher-librarians decided to introduce EduTech through the interplay of policy and curriculum requirements, school organizational conditions, and their individual professional expertise, and they restructured their lessons by applying an instructional design that aligned learning objectives, tool selection, learning activities, assessment, and feedback. Students’ engagement in class, practical application of digital literacy, and ability to collaboratively produce creative products improved, whereas a shortage of devices, unstable Wi-Fi connectivity, and disparities in students’ information technology skills constrained the effectiveness of the lessons. The teacher-librarians reconceptualized their role from providers of resources to instructional designers and digital literacy educators and proposed the need for increased financial and institutional support and regular professional development programs for teachers to sustain such practices.