TITLE:
Integrating Technology into Public Schools in South Lebanon: Opportunities and Challenges
AUTHORS:
Rola Ali Mohaidly
KEYWORDS:
Technology Integration, South Lebanon, Public Schools, TPACK Framework, Teacher Training, Educational Equity
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.13 No.11,
November
3,
2025
ABSTRACT: Globally, technology has been seen as an ultimate aspect of contemporary education. In South Lebanon, public schools are progressively attempting to integrate digital tools into teaching and learning, yet they endure an inadequate infrastructure, limited funding, and insufficient teacher training. Nonetheless, technology offers opportunities to enhance learning, endorse equity, and encourage inclusivity. This article draws on publicly accessible reports, peer-reviewed studies, and five teacher interviews to comprehend how technology is being used in public schools in South Lebanon. The interviews were conducted with teachers from both urban and rural schools, following ethical approval and informed consent. While teacher confidence, student engagement, and performance showed enhancements, key limitations include the small interview sample, dependence on secondary data, and short-term follow-up (3 - 6 months). Recent studies report gains in student engagement under infrastructure constraints. The study authenticates how the TPACK framework can guide teachers and offers practical approaches for integrating technology sustainably and effectively. Evidence proposes that combining reliable infrastructure, ongoing professional development, and context-appropriate digital content can convert technology from a supportive tool into a central pillar of learning, serving to close educational gaps and prepare students for a digital future.