Abstract

The digital transformation sweeping through global education systems has significantly altered traditional modes of teaching and learning. Central to this transformation is the growing reliance on online learning platforms, which not only facilitate instructional delivery but also reshape educators’ professional identity and confidence. This study evaluates the role of such platforms in building teacher self-efficacy—defined by Bandura as the belief in one’s capacity to organize and execute the courses of action required to manage prospective situations (Bandura 1997). By anchoring the investigation in Bandura’s social cognitive theory, this research explores how digital tools empower or hinder teachers in instructional planning, classroom management, and student engagement. A mixed-methods approach was employed, combining quantitative surveys with qualitative interviews across a stratified sample of primary, secondary, and tertiary educators. Digital platforms such as Google Classroom, Moodle, Microsoft Teams, and Edmodo were examined as part of the technological toolkit. Quantitative findings reveal a statistically significant improvement in teacher self-efficacy post-implementation of online platforms, particularly in differentiated instruction and real-time feedback mechanisms—echoing similar observations by Ertmer and Ottenbreit-Leftwich, who emphasized the role of technology in shaping teacher beliefs and classroom practices (Ertmer and Ottenbreit-Leftwich 2010). The qualitative data further illuminate how continuous professional development and peer collaboration via digital forums enhance confidence and autonomy, aligning with Mishra and Koehler’s TPACK framework which stresses the integration of technology, pedagogy, and content knowledge (Mishra and Koehler 2006). However, challenges such as digital inequity, insufficient institutional support, and limited technological literacy continue to impede effective integration—concerns raised in recent studies on digital divides in education (Selwyn 2016).