Integrating Technology in Qatar’s Higher Education Settings: What Helps Faculty Accomplish the Job

This qualitative, exploratory case study elicited faculty members’ perceptions of the factors that facilitate technology integration into their instruction. The sample for the study constituted 14 full-time male professors at a public midsized postsecondary institution in Qatar. Davis’s technology acceptance model is the theoretical framework that guided this study and served as the theoretical lens through which data were collected and analyzed. Procedures associated with qualitative research were used to analyze the data collected from the interviews. Salient findings that emerged from this investigation, such as basic technology skills, digital content availability, career enhancement, and self-confidence were perceived as major requirements for successful technology integration practices. Cultural restrictions were also perceived to enhance the use of technology for instructional purposes. Recommendations for future research are provided in light of the derived findings.