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Although digital transformation is a priority in contemporary education, technology integration in primary classrooms remains uneven. Exploratory qualitative findings from semistructured interviews with five RBT teachers in Kuala Lumpur reveal barriers shaped by limited school support, insufficient infrastructure and resources, restricted professional development, and differences in motivation and self-confidence. Teacher motivation is linked to recognition, autonomy, and organisational support.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/challenges-of-technology-integration-among-primary-school-design-and-technology-rbt-teachers-in-malaysia-a-qualitative-exploration/316585/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/challenges-of-technology-integration-among-primary-school-design-and-technology-rbt-teachers-in-malaysia-a-qualitative-exploration/316585.png","ImageObject",300,407,{"name":92,"@type":93},"Eliana","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-09-20",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the study’s main focus regarding RBT teachers in Malaysia?","Question",{"text":113,"@type":114},"The study examines the challenges Design and Technology (RBT) primary teachers face when integrating technology into teaching and learning during the early stages.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How was the research conducted?",{"text":118,"@type":114},"It used an exploratory qualitative approach with semistructured interviews involving five RBT teachers in the Federal Territory of Kuala Lumpur.",{"name":120,"@type":111,"acceptedAnswer":121},"Which factors influence technology integration according to the findings?",{"text":122,"@type":114},"Technology integration is influenced by limited school support systems, insufficient infrastructure and teaching resources, restricted opportunities for professional development, and varying levels of teacher motivation and self-confidence.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},316585,1790374844,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":36,"preview_page_count":4},4398048949847,"https://ap-avatar.wpscdn.com/avatar/400002536579ef2da7f?_k=1778318612642679267","Challenges of Technology Integration among Primary School Design and Technology (RBT) Teachers in Malaysia: A Qualitative  \nExploration  \nKhairiah Husni Othman1, FazlindaAB Halim2  \nFaculty of Technical and Vocational Education, Universiti Tun Hussein Onn Malaysia DOI: [https://doi.org/10.47772/IJRISS.2026.100500712](https://doi.org/10.47772/IJRISS.2026.100500712)[ ](https://doi.org/10.47772/IJRISS.2026.100500712)Received: 11 May 2026; Accepted: 16 May 2026; Published: 11 June 2026  \nABSTRACT  \nThis study investigates the challenges met by primary school Design and Technology (RBT) teachers in Malaysia during the early stages of integrating technology into teaching and learning practices. Although digital transformation has become an essential priority within contemporary education, the practical implementation of technology integration in primary classrooms remains uneven. Using an exploratory qualitative approach, semistructured interviews were conducted with five RBT teachers in the Federal Territory of Kuala Lumpur to gain deeper insight into their professional experiences. The findings reveal that technology integration is influenced by multiple interconnected factors, including limited school support systems, insufficient infrastructure and teaching resources, restricted opportunities for practical professional development, and varying levels of teacher motivation and self-confidence. Teacher motivation was found to be closely shaped by the degree of recognition, autonomy, and organisational support provided within the school environment. In particular, non-option teachers frequently depended on self-initiated learning and collegial support to manage instructional expectations. The study demonstrates that the barriers to effective technology integration extend beyond technical limitations alone and are deeply connected to broader organisational and psychological conditions. These findings provide valuable insights into the real challenges experienced by RBT teachers while creating an important foundation for future initiatives to strengthen school support systems, enhance teacher competency, and promote sustainable technology integration practices within Malaysian primary education.  \nKeywords: Technology Integration, Design and Technology (RBT), Qualitative Inquiry, School Support Systems, Teacher Motivation  \nINTRODUCTION  \nTechnology integration in 21st-century education has become a central pillar of global pedagogical transformation, emphasising digital skills, innovation, and problem-based learning. In Malaysia, the Design and Technology (RBT) subject serves as an important platform for developing students’ creativity, analytical thinking, and design-oriented skills through hands-on and project-based learning approaches (Ismail et al., 2022; Yusofet al., 2023). However, the effectiveness of RBT implementation remains dependent on the level of school support, teacher competency, and the availability of adequate technological infrastructure. According to the KSSR (Semakan 2017) curriculum review report, several critical issues persist including excessive curriculum content, limited instructional time, and insufficient teacher training, particularly in subjects such as Science, Mathematics, and RBT. Although initiatives such as the Modul Bimbingan (MOBIM) have been introduced to strengthen curriculum implementation, challenges related to school support and teacher competency in RBT remain significant (MOE, 2022) .  \nSchool support has been identified as a key factor influencing teachers’ ability to integrate technology in teaching and learning (Venkatesh et al., 2003; Teo, 2014; Razak et al., 2023) . According to the Unified Theory of Acceptance and Use of Technology (UTAUT), facilitating conditions such as school leadership, technological infrastructure, continuous professional development, and a supportive collaborative culture are essential factors that influence teachers’ actual technology integration practices (V","cbCaib2O2sJz5v8N","https://ap.wps.com/l/cbCaib2O2sJz5v8N","pdf",299489,16,"English","# Introduction\n## Technology integration in 21st-century education\n## Role of school support and teacher competency\n## Prior research and theoretical foundations","[{\"question\":\"What is the study’s main focus regarding RBT teachers in Malaysia?\",\"answer\":\"The study examines the challenges Design and Technology (RBT) primary teachers face when integrating technology into teaching and learning during the early stages.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used an exploratory qualitative approach with semistructured interviews involving five RBT teachers in the Federal Territory of Kuala Lumpur.\"},{\"question\":\"Which factors influence technology integration according to the findings?\",\"answer\":\"Technology integration is influenced by limited school support systems, insufficient infrastructure and teaching resources, restricted opportunities for professional development, and varying levels of teacher motivation and self-confidence.\"}]","Challenges of Technology Integration among Primary School Design and Technology (RBT) Teachers in Malaysia - A Qualitative Exploration | PDF",1789919115]