The Effectiveness of the Integrated Resilience and Play Therapy Training Model on Problem-Solving Skills in Students
Keywords:
Digital competence, English language teaching, instructional quality, language institutes, thematic analysis, educational modelAbstract
Identifying the Components of a Digital-Competence–Based Model for Enhancing English Language Teaching Quality in Language Institutes The objective of this study is to identify and conceptualize the key components of a comprehensive model for improving English language teaching quality through teachers’ digital competence in language institutes. This qualitative study employed a thematic analysis approach and involved 15 experts from the fields of English language teaching, educational technology, and institutional management. Participants were selected using purposive criterion-based and snowball sampling. Data were collected through semi-structured interviews, transcribed verbatim, and analyzed using Braun and Clarke’s six-phase framework. MAXQDA software was used for coding, categorization, and theme development, leading to the identification of core dimensions and subcomponents of the proposed model. Findings revealed that the final model is structured around three major domains: teachers’ digital competence, instructional quality indicators, and technological and managerial infrastructure. Digital competence comprised four subdimensions: digital pedagogy and content creation, data-driven assessment and analysis, technical and environmental management skills, and digital leadership. Instructional quality indicators emerged across learning effectiveness and process quality assurance dimensions. Additionally, digital infrastructure and strategic management were identified as essential prerequisites for implementing and sustaining the model. These inferential results indicate that enhancing teaching quality requires the integration of technological skill development, data-informed practices, and institutional support structures. The study provides a multidimensional model illustrating how digital competence, quality assurance mechanisms, and organizational infrastructure collectively shape the effectiveness of English language teaching in digital environments. The findings highlight the central role of teachers’ technological and pedagogical capacities alongside institutional readiness in ensuring high-quality learning outcomes.
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Copyright (c) 2025 Seyed Ehsan Hosseini Taghavi (Author); Khadijeh Khanzadi; Hadi Rezghi Shirsavar (Author)
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