Teaching staff views on the use of technology case study of Türkiye and Indonesıa

The purpose of this study is to explore academics' perceptions of technology integration, analyze the similarities and differences between Turkey and Indonesia. This study employed a qualitative case study approach. The sample consisted of academics teaching in the field of classroom education at universities in Turkey and Indonesia. The sample was selected using purposive sampling to reflect the relevant characteristics of the population. Data were collected using a semi-structured interview form. According to the study's findings, academics in Turkey and Indonesia have a positive attitude toward educational technology, particularly regarding its potential to improve the quality, efficiency, and accessibility of learning. However, technology is still viewed as a complementary tool that supports rather than replaces traditional teaching methods. Although factors such as educational facilities and infrastructure facilitate the integration of technology, technical limitations and a lack of institutional preparedness remain major barriers to the digital transformation process. In this context, higher education institutions need to strengthen digital infrastructure, provide professional development opportunities for academic staff, and ensure equal access to technology across all regions. Furthermore, to preserve human values in education, it is important to adopt pedagogical approaches that balance human interaction with technology and to promote policies that ensure the digital transformation process is inclusive and sustainable. Academics in Turkey and Indonesia generally support the use of educational technology, but its implementation is still hindered by limited infrastructure, funding constraints, and the need for ongoing training, particularly in Turkey. Technology is perceived as a complement that enhances traditional teaching methods based on human interaction. Therefore, it is recommended to increase investment in digital infrastructure, develop sustainable training programs for lecturers, provide financial support, and formulate policies aligned with realistic implementation strategies to advance the digital transformation of higher education in both countries. Keywords: Educational technology, Academic opinions, Higher education, Turkey, Indonesia