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@article{188903,
        author = {Aditya Chaudhary and Dr. Md. Imbesatul Haque},
        title = {A Study on Higher Secondary Education Teachers' Proficiency in Virtual Learning, Attitudes towards Online Resources and Interest to Incorporate Technology in Teaching},
        journal = {International Journal of Innovative Research in Technology},
        year = {2025},
        volume = {12},
        number = {7},
        pages = {3727-3735},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=188903},
        abstract = {Digital technology has become a central part of higher secondary education. Teaching is no longer limited to face to face classroom settings. Teachers now rely on virtual learning platforms online resources and digital tools to support teaching and learning processes. This transformation has created a strong need to examine how proficient teachers are in virtual learning environments. It has also highlighted the importance of understanding teachers attitudes towards online resources and their interest in incorporating technology into teaching.
The present study focuses on higher secondary education teachers proficiency in virtual learning. Proficiency refers to teachers ability to plan conduct and manage teaching effectively in digital settings. The study examines how confidently teachers use virtual platforms for lesson delivery assessment and student interaction. It also explores the extent to which teachers are able to select and use appropriate digital tools to support learning outcomes.
Another important aspect of the study is teachers attitudes towards online resources. The study investigates whether teachers perceive digital materials as useful reliable and supportive for classroom teaching. It examines how online resources contribute to explaining complex concepts enhancing student engagement and supporting different learning styles. Positive attitudes are seen as a key factor in the regular and effective use of digital resources.
The study also analyses teachers interest in incorporating technology into teaching. Interest reflects teachers willingness to learn adapt and experiment with new teaching methods. Teachers who show strong interest are more likely to adopt innovative practices and integrate technology meaningfully into their lessons. The study examines factors that influence interest including training institutional support and teaching experiences.
The findings reveal that many teachers have developed basic to moderate proficiency in virtual learning through experience and professional development programs. Teachers with higher proficiency demonstrate more positive attitudes towards online resources and greater interest in technology integration. However some teachers continue to face challenges related to limited training technical issues and inadequate support systems.
The study concludes that improving teachers virtual learning proficiency fostering positive attitudes towards online resources and sustaining interest in technology are essential for effective digital education. Continuous training supportive infrastructure and institutional encouragement can significantly enhance the quality of higher secondary education in the digital era.},
        keywords = {Virtual Learning Proficiency, Online Learning Resources, Teacher Attitudes, Teacher Interest, Technology Integration},
        month = {December},
        }