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<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">This study explores the factors influencing primary school English teachers&rsquo; integration of digital tools into their classroom practices in Hungary. Building on prior quantitative findings (N=706), this mixed-methods research is primarily based on qualitative interviews with 27 teachers. The study investigates which features of digital tools teachers find most relevant, and how personal beliefs, digital competencies, and contextual conditions affect sustained digital integration. While educators widely adopted digital tools during emergency remote teaching (ERT), the post-pandemic return to in-person instruction revealed varied patterns: some retained selected tools as pedagogical aids, while others reverted to traditional methods. Teachers emphasized the importance of learner autonomy, motivation, and maintaining a balanced role between digital and in-person interaction. The study concludes that sustainable digital integration requires not only technical training but also pedagogical and attitudinal development, underscoring the need for targeted professional development that bridges technology use with evolving conceptions of effective teaching.</span></p>

ltrq.2025.53.03.pdf

Original Research 

ltrq.2025.53.03.xml

Changes in Primary Language Teachers’ Digital Integration as a Result of a Period of Online Teaching