This phenomenological study investigated educators' lived experiences of teaching online in higher institutions in Malaysia. Data, which was generated through semi-structured interviews with 20 lecturers from three universities in the country, was analysed based on the thematic analysis approach guided by the Technological, Pedagogical, and Content Knowledge (TPACK)-self-efficacy framework. The findings revealed that after a year of teaching online, the potential of technology has been acknowledged by the educators after some trials and constraints were addressed. The domains related to Technology Content Knowledge (TCK), Technology Pedagogical Knowledge (TPK), and TPACK were evident in the findings. However, Pedagogical Content Knowledge (PCK) was not given emphasis, hence this manuscript argues that educators need to be constantly reminded of the significance of PCK. The findings discussed in this manuscript can be a helpful guide for educators when there is a need for them to teach online.
Online engagement has assumed a pivotal role within educational pedagogy, particularly during the COVID-19 pandemic. This study delves into the perceptions of Jordanian English language educators regarding their preparedness for online teaching in the post-pandemic landscape. In this quantitative study, a group of 101 English language educators from Jordanian universities participated, and their responses were subjected to analysis through descriptive statistics. The findings of this analysis indicate that the respondents exhibited a moderate level of familiarity with technology and e-learning platforms, alongside a similarly moderate level of competence in managing their online courses. Furthermore, the study underscores a noteworthy gap in their exposure to online education, despite their considerable tenure in teaching English. Consequently, the study underscores the necessity for tailored training programs designed to comprehensively enhance the online teaching proficiency of English language educators, thereby facilitating a more effective virtual learning environment.