DIGITAL LEARNING TOOLS AND SOCIAL COLLABORATION IN CLASSROOMS: TEACHERS’ EXPERIENCES IN ENHANCING PEER INTERACTION

The widespread integration of digital learning tools has transformed traditional teaching methods, particularly in primary education, where fostering social development is fundamental. This qualitative exploratory study examines how teachers in private primary schools in Islamabad and Rawalpindi perceive the role of digital tools in enhancing peer interaction and collaborative learning. Grounded in Vygotsky’s Social Constructivist Theory, the research investigates experiences with platforms such as Google Classroom, Seesaw, Microsoft Teams, Jamboard, and Padlet, focusing on their impact on communication, teamwork, and social cognition among young learners. Data were collected through semi-structured interviews with 16 purposively selected teachers and analyzed using thematic analysis. Findings indicate that digital tools facilitate active participation, foster inclusive learning environments, and support the development of core social competencies, including empathy, collective problem-solving, and group decision-making. While teachers acknowledged these benefits, they also noted challenges such as limited device access, unstable internet connectivity, insufficient training, and concerns regarding excessive screen time. The study underscores the critical role of teachers as mediators of digital interaction and calls for structured professional development programs and equitable infrastructural support to optimize technology integration. This study contributes context-specific insights to global research on educational technology by highlighting the unique socio-pedagogical dynamics in Pakistan’s private primary schools. It offers recommendations for policy formulation, teacher training, and curriculum design aimed at strengthening the role of digital tools for collaborative learning. Further research is suggested to explore similar dynamics in public school settings and to directly incorporate student perspectives.