During the COVID-19 pandemic, institutions were forced to shift to online modes of teaching. What began as an emergency response has since evolved into a sustained model of instruction. Platforms such as Google Classroom, Microsoft Teams and Moodle are firmly embedded in higher education, reshaping teaching and learning. These platforms allow teachers to conduct classes without classrooms, share resources, track attendance and evaluate students. They also help connect students from different locations and improve access to education.
So why are higher education institutions not exploiting the potential of such online teaching and learning tools?
To identify the most serious challenges faced by teachers in digital classrooms, Kriti Priya Gupta, Symbiosis Centre for Management Studies, Noida and Deepa Goel, IMS Ghaziabad recently administered a questionnaire to 60 teachers at three higher education institutions in Delhi. They received 52 responses.
The questionnaire allowed the teachers to compare the various challenges they face using a structured scale, so that Kriti and Deepa could assign numerical weights to determine which challenges were most significant in digital education.
The research duo used the analytic hierarchy process to rank different factors based on their relative importance through pair-wise comparisons. This multi-criteria decision-making method helped them obtain reliable results even with a limited sample size such as used in the study.
Kriti and Deepa found that the teachers were concerned about keeping students engaged in a virtual environment – a tough task even in a regular classroom. Unlike in physical classrooms where they could observe body language to ensure attention, the teachers found it difficult to monitor students, maintain discipline and ensure participation. So, engagement emerged as a major issue.
The second major issue was the lack of effective features and tools on digital platforms. To make classes interactive, teachers depend on tools such as virtual whiteboards, breakout rooms and assessment systems. But some platforms lack these features or the features on the platforms are not user-friendly, making teaching less effective.
Adapting the teaching style to the online mode was yet another challenge. Many teachers were used to traditional lecture-based methods and found it hard to shift to interactive, student-centered digital teaching. Only some teachers had been trained for the new skills required, such as planning and creativity.
The teachers said that they need regular training sessions to understand digital tools and create better online content.
Besides proper training, the teachers also mentioned the need for technical support. Some teachers lacked confidence in using the technology. Without proper support, technical issues during classes disrupt teaching, further reducing confidence.
Poor internet connectivity also affects teaching. While many institutions have improved their infrastructure, problems persist.
Student-related challenges were ranked lower. Some students lacked proper devices or internet access.
“The top three concerns about online teaching among teachers in higher education are classroom management, digital platform features, and teaching style”, says Deepa Goel, IMS Ghaziabad.
“Addressing these concerns is critical to make digital classrooms a long-term model, and to ensure quality, equity, and effectiveness in higher education”, adds Kriti Priya Gupta, Symbiosis Centre for Management Studies, Noida.
DOI: 10.1504/IJMIE.2026.150262;
International Journal of Management in Education, 20: 1 (2026)
Reported by Disha Gupta
Symbiosis Institute of Mass Communication, Pune
This report was written as part of an assignment
given to media students in a workshop
at the Symbiosis Institute of Mass Communication, Pune
STEAMindiaReports 
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