Technology Integration for Student Engagement And Mastery: A Qualitative Study in Malaysian Secondary Economics Education

Abstract

This study investigates the integration of digital tools in secondary school economics education, focusing on their impact on student engagement and conceptual mastery. Guided by the need to move beyond traditional teacher-centered approaches, the research examines how Malaysian economics teachers employ technology, the challenges they encounter, and the support mechanisms required for effective implementation. A qualitative methodology was employed, involving semi-structured interviews, document analysis, and classroom observations with six experienced economics teachers across four government schools. Thematic analysis revealed five major themes: technology as a catalyst for engagement and mastery, barriers to implementation, professional development and pedagogical confidence, leadership and institutional support, and parental involvement. Findings indicate that interactive videos, gamified platforms, and online quizzes significantly enhanced motivation, participation, and self-directed learning, while infrastructural limitations, uneven digital literacy, and inconsistent institutional and parental support hindered integration. The study underscores the importance of continuous professional development, reliable infrastructure, clear policies, and strengthened home–school partnerships. Practical implications highlight the need for a coordinated approach involving teachers, school leaders, policymakers, and parents to ensure sustainable and equitable and sustainable digital integration. By foregrounding subject-specific digital pedagogy, this research contributes to the discourse on educational technology in non-STEM subjects and provides actionable insights for advancing the goals of Malaysia’s educational transformation agenda.