CHALLENGES AND OPPORTUNITIES OF TECHNOLOGY INTEGRATION IN BEED

PROGRAMS AT IBA COLLEGE OF MINDANAO: A QUALITATIVE EXPLORATION OF IN-

SERVICE TEACHER’S PERSPECTIVE

KRISTINE CARYLLE C. PASAYON

JENEFFER A. TUNDALAS

BACHELOR OF ELEMENTARY EDUCATION

 INTRODUCTION

Background of the Study

This study focuses on the challenges and opportunities of using technology in the Bachelor of
Elementary Education (BEED) programs at IBCMI. It aims to understand how in-service teachers,
those currently teaching, view and experience the integration of technology in their classrooms. As
schools increasingly incorporate digital tools and resources, it’s important to identify what difficulties
teachers face. These challenges might include a lack of training on new technologies, limited access to
necessary resources, or resistance from students and colleagues. Understanding these issues will help
highlight areas that need support. On the other hand, the study also explores the positive aspects of
technology integration. Teachers may find that using technology can enhance their teaching methods,
engage students more effectively, and provide opportunities for personalized learning. By discovering
these benefits, the research aims to showcase how technology can improve the educational experience
for both teachers and students. As what Ertmer, 2010, said that no doubt, teachers have increased their
personal and professional uses of computers. In-service teachers have significantly increased their use
of computers for personal and professional tasks. They rely on technology for lesson planning,
grading, and communication with students and parents, as well as for professional development. This
trend highlights how technology supports their teaching and enhances student learning.

The integration of technology in education has become increasingly important, but

many in-service teachers face various challenges in effectively using these tools. While
technology offers great potential to enhance teaching and engage students, not all teachers
feel confident or equipped to incorporate it into their classrooms. Common problems include a
lack of enough training on new technologies, which can lead to frustration and ineffective use.
Additionally, some teachers may encounter resistance from students who are not motivated to engage
with technology or from colleagues who prefer traditional teaching methods. Limited access to
resources, such as hardware or reliable internet, can also hinder effective technology integration.
These challenges can prevent teachers from fully realizing the benefits that technology can bring to
their teaching practices. Understanding these issues from the teachers' perspectives is crucial for
developing better support systems and training programs. This research aims to explore these
challenges and identify strategies that can help in-service teachers successfully integrate technology
into their teaching, ultimately improving educational outcomes for students.

The findings from this research on technology integration in BEED programs will
lead to several important outcomes. First, by understanding the challenges faced by in-service
teachers, the study can inform the development of targeted training programs that address
their specific needs. Providing tailored professional development can help teachers build
confidence and skills in using technology effectively in their classrooms. Additionally, the
research will highlight the potential benefits of technology in enhancing teaching and learning. By
sharing successful strategies and examples, more teachers may be encouraged to adopt innovative
practices, which can lead to improved student engagement and outcomes. The study may also
influence school policies regarding technology resources and support. Identifying gaps in access and
training can help schools allocate resources more effectively, creating an environment that fosters
technology use among teachers and students alike. Ultimately, the research will contribute to a better
understanding of how to support teachers as they adapt to the evolving educational landscape. As
technology continues to play a significant role in education, these insights will help shape future
teaching practices and improve overall educational quality.

Technology integration in education highlights both the benefits and challenges faced
by teachers. Studies show that technology can significantly enhance teaching and learning by
making lessons more engaging and interactive. For instance, Ertmer and Ottenbreit-Leftwich
(2015) emphasize that effective technology integration can improve student engagement and
learning outcomes when teachers receive the right support. However, many teachers
encounter barriers to effective technology use. Challenges such as insufficient training, lack
of access to resources, and resistance from students or colleagues are common (Baker et al.,
2017). Without proper support and professional development, teachers may struggle to
incorporate technology meaningfully into their classrooms. Overall, ongoing training and
support are essential for helping teachers overcome these challenges and maximize the
benefits of technology in their teaching practices. This research aims to build on these
findings by exploring the specific experiences and perspectives of in-service teachers at
IBCMI.

This study aims to explore the challenges and opportunities of technology integration
in the Bachelor of Elementary Education (BEED) programs at IBCMI from the perspective of
in-service teachers. It seeks to identify the specific difficulties teachers face when using
technology in their classrooms, such as inadequate training, limited resources, and resistance
to change. The research will highlight the positive aspects of technology integration,
including its potential to enhance teaching methods and improve student engagement. By
gathering insights from teachers through interviews and discussions, the study will provide a
deeper understanding of their experiences and perspectives. The findings will contribute to
developing practical recommendations that support teachers in effectively integrating
technology into their teaching practices, ultimately leading to improved educational outcomes
for their students.

Statement of the Problem

This study will explore the challenges and opportunities of technology integration in
BEED teaching programs at IBACMI. It will aim to answer the following:

1. What challenges do teachers face when using technology in teaching?

2. What opportunities can technology offer to improve teaching?

Objectives of the Study

This study will aim to explore the challenges and opportunities of technology integration
in BEED programs at IBACMI. Specifically, it will aim to:

1. identify the specific challenges teachers, encounter when integrating technology;

and
2. explore how technology can enhance teaching methods and improve student’s
engagement.

Significance of the Study

This study will explore the challenges and opportunities of technology integration in
the in-service teacher courses at IBA College of Mindanao, focusing on the perspectives of
in-service teachers. The findings will provide valuable insights into how technology is
utilized in these courses, helping identify areas where further support or training is needed.
The results will inform administrators, educators, and policymakers in making decisions to
improve teacher training and enhance the use of technology in the classroom. Additionally,
this research will contribute to the literature on technology integration in education,
particularly in the context of in-service teacher education, and support the ongoing
development of teacher education by highlighting opportunities for improving access to and
training in educational technology.

Scope and Limitation of the Study

 This study will focus on the challenges and opportunities of technology integration in
the BEED programs at IBA College of Mindanao (IBACMI). Five in-service teachers, aged
between 25 and 50, will participate, sharing their experiences with technology in their
teaching.

Only five participants will be involved, which may not represent the broader population of
in-service teachers. Additionally, the study will rely on qualitative data from interviews,
which may be influenced by personal biases. The findings will be specific to IBACMI and
may not apply to other institutions or regions.

Definition of Term

The following are the technical terms used in the study, defined operationally to
ensure clarity and consistency in their meanings:

Challenges is for the difficulties faced by in-service teachers in using technology,

which may include inadequate training, limited access to resources, and resistance from
students or colleagues.

Educational Outcomes is the results of the educational process, measured by student

learning, engagement, and academic performance, particularly in relation to technology use
in the classroom.

In-Service Teachers is the educators who are currently teaching in the BEED program,
actively involved in integrating technology into their classrooms.

Opportunities to the potential benefits that arise from effectively integrating

technology in education, such as improved teaching methods, increased student engagement,
and personalized learning experiences.

Professional Development is Ongoing training and support provided to teachers to

improve their skills and confidence in using technology effectively in their teaching practices.

Technology Integration is the process of incorporating digital tools and resources into
teaching practices to enhance educational effectiveness and student engagement in the BEED
program.
 THEORETICAL FRAMEWORK

This section focuses on the challenges and opportunities of integrating technology into the
BEED (Bachelor of Elementary Education) programs at IBA College of Mindanao. It also includes
relevant theories and a review of related studies from the perspectives of in-service teachers. The goal
is to explore how technology is used in the classroom, the difficulties teachers face, and the potential
benefits it offers in enhancing the learning experience.

Review of Related Literature and Studies

This chapter will discuss the challenges and opportunities of using technology in the BEED
programs at IBA College of Mindanao, based on the experiences of current teachers. It will first look
at the difficulties teachers face when using technology in their classrooms, then explore the benefits
and opportunities it offers for improving teaching and learning. The chapter will also include relevant
theories and studies to help explain the topic. This overview will guide the reader through the main
points of the chapter.

This chapter reviews relevant studies and literature on the challenges and opportunities of
using technology in BEED programs at IBA College of Mindanao. It focuses on the experiences of in-
service teachers, exploring how technology impacts teaching and learning. The chapter highlights key
factors that influence the successful integration of technology and how these can affect the overall
effectiveness of the BEED programs.

The importance of technology integration in teacher education has become increasingly

evident due to the growing demand for digital literacy among students and the critical role technology
plays in shaping modern society. As technology continues to evolve, it becomes essential for teacher
education programs to adapt and equip future educators with the skills and knowledge needed to
navigate a technology-rich classroom. According to Ertmer (2010), effective technology integration
involves more than just the use of digital tools; it requires a shift in teaching strategies that fosters a
learning environment embracing innovation and collaboration. Teachers must not only use these tools
but also reimagine their instructional approaches to create dynamic and engaging learning
experiences. This shift, as Voogt and Roblin (2012) argue, moves away from traditional passive
learning models toward more interactive, student-centered approaches, in which technology becomes
a facilitator of active learning rather than merely an added element. For teacher education programs,
this transformation represents a two-fold challenge: first, to ensure that educators possess the
technical skills to effectively use digital tools, and second, to provide them with the pedagogical
knowledge to integrate these tools in ways that enhance student engagement and learning outcomes.
In recent years, the role of technology in education has expanded, with numerous studies highlighting
its potential to improve student learning and increase engagement in the classroom. Tondeur, van
Braak, and Ertmer (2017) emphasize the importance of aligning teachers' pedagogical beliefs with
technology use, noting that teachers who view technology as an essential tool for learning are more
likely to integrate it successfully. However, this integration does not come without challenges.
Teachers often face obstacles such as a lack of proper training, insufficient access to resources, and
the need for ongoing professional development to keep up with rapidly advancing technology. These
challenges are especially pronounced in developing countries, where technological infrastructure may
be limited, and teachers may not have access to the same level of support as their counterparts in more
resource-rich environments. Research by Hennessy et al. (2015) reveals that the successful integration
of technology in classrooms depends heavily on teacher beliefs, preparedness, and access to
resources. In addition, Koehler and Mishra (2017) argue that teacher education programs must adopt
frameworks like TPACK (Technological Pedagogical Content Knowledge) to ensure that teachers can
blend technology with pedagogy and content knowledge in a meaningful way. This framework helps
teachers understand not only the tools available to them but also how to use these tools effectively
within the context of their subject area and teaching style. Furthermore, Saldaña et al. (2019) highlight
that challenges such as the digital divide and resistance to change from both educators and students
can hinder the process of technology integration in classrooms. Despite these challenges, technology
offers significant opportunities for enhancing teacher education. For instance, it enables the
development of personalized learning experiences, facilitates collaboration among students, and
allows for the creation of learning environments that extend beyond traditional classroom boundaries.
With the proper support, training, and infrastructure, technology can become a powerful tool for
transforming teacher education programs and improving educational outcomes. It is essential for
teacher education institutions to embrace this shift and provide teachers with the tools and knowledge
needed to succeed in a digital world. As technology continues to evolve, teacher education programs
must stay abreast of these changes, continually reassessing their curriculum to ensure that teachers are
well-prepared to meet the demands of the 21st-century classroom.

The integration of technology in BEED programs plays a crucial role in preparing pre-service
teachers for modern classrooms. It allows them to not only learn to use technology in their own
education but also gain the skills necessary to incorporate these tools effectively in their future
teaching practices. However, achieving successful technology integration requires careful planning
and institutional support. As Karsenti and Collin (2013) point out, the use of technology is not
automatic and must align with educational goals and pedagogical strategies. Despite its potential,
there are significant barriers to the effective integration of technology in BEED programs. One of the
primary challenges is the lack of adequate training for both pre-service and in-service teachers.
Tondeur et al. (2017) highlight that many teachers feel ill-prepared to use technology effectively,
primarily due to insufficient exposure to digital tools during their initial teacher education. Without
the necessary training and hands-on experience, teachers struggle to confidently integrate technology
into their classrooms. Moreover, professional development opportunities remain limited, especially
for in-service teachers. Mouza (2017) observes that many teachers lack the continuous training
needed to stay updated with the rapidly evolving technological landscape. This lack of professional
development often leaves educators feeling unsupported and overwhelmed by new tools and
technologies. Even when professional development programs are available, they may not be
adequately tailored to the specific needs of individual teachers, making it difficult for them to apply
what they learn in a meaningful way (Saldaña et al., 2019). Thus, overcoming these barriers is
essential to ensure that teachers are equipped to use technology in ways that enhance student learning
and engagement.

Another significant challenge to technology integration is the lack of adequate resources and
infrastructure. Teachers, particularly in rural or underfunded schools, often face technical difficulties
such as unreliable internet connections, outdated hardware, or insufficient technical support. These
issues make it difficult to incorporate digital tools effectively into teaching. According to Tondeur et
al. (2020), the digital divide remains a significant issue in many countries, where access to technology
and the internet is uneven, leading to disparities in educational opportunities. In areas where schools
struggle with limited resources, teachers are often forced to rely on traditional methods, even if they
are aware of the potential benefits of technology. These infrastructure limitations highlight the need
for greater investment in technology in education to ensure equitable access for all students and
teachers. Resistance to technology is another barrier that many educators face. Some teachers are
reluctant to adopt new technologies due to a variety of reasons, including a lack of confidence, fear of
failure, or a preference for traditional teaching methods. As Karsenti and Collin (2013) note,
resistance to change is common among educators who are comfortable with established teaching
practices and may view technology as an additional burden. Furthermore, the fear of failure when
using new technologies can discourage teachers from experimenting with digital tools in the
classroom. Chai et al. (2015) suggest that this fear is often linked to a lack of adequate training and
support, which makes teachers feel insecure about their ability to use technology effectively. This
resistance can be especially pronounced among older teachers who may be less familiar with digital
tools or who may have spent years perfecting traditional teaching methods.
 Despite the challenges, there are several opportunities that technology offers for improving
teaching and learning in BEED programs. One of the most significant benefits of technology
integration is the potential for enhanced collaboration between students and teachers. Chai et al.
(2015) emphasize that technology can enable real-time communication, fostering collaboration and
allowing students to work together on projects, share resources, and provide feedback. In a connected
classroom, teachers can facilitate discussion, guide students, and encourage peer collaboration in ways
that traditional methods may not support. In addition to fostering collaboration, technology also offers
the opportunity for personalized learning. Voogt and Roblin 2012., argue that technology can help
tailor instruction to meet the diverse needs of students. For example, adaptive learning platforms can
adjust the content and pace of lessons based on each student’s individual progress. This
personalization allows teachers to address the specific needs of each student, whether they need
additional support or advanced content. By offering more personalized learning experiences,
technology can help ensure that all students, regardless of their background or learning style, have the
opportunity to succeed.

Another opportunity that technology brings is the ability to innovate teaching practices.
Digital tools allow teachers to experiment with new instructional strategies, such as flipped
classrooms, gamification, and project-based learning. As Cicconi et al. 2020., note, these innovative
methods can increase student engagement, encourage active learning, and foster critical thinking
skills. For example, in a flipped classroom, students can access instructional content online before
class, allowing class time to be dedicated to hands-on activities and discussions. This approach not
only encourages students to take responsibility for their own learning but also allows teachers to
spend more time interacting with students in meaningful ways. Technology also provides an
opportunity for teachers to engage students with interactive content and multimedia tools. According
to Hennessy et al. (2015), multimedia tools can help make abstract concepts more concrete, providing
students with a variety of ways to engage with content. For instance, simulations, videos, and
interactive exercises can help students visualize complex ideas and concepts, which can enhance their
understanding and retention of information. By incorporating multimedia tools into their lessons,
teachers can make learning more engaging and accessible to students with different learning
preferences. In addition to enhancing classroom instruction, technology integration in BEED
programs provides future teachers with the digital skills they need to succeed in their careers.
MacCallum et al. (2017) highlight that pre-service teachers who are exposed to technology during
their training are more likely to feel confident in using digital tools in their own classrooms. This
early exposure helps build digital literacy skills that are essential for teaching in the 21st century. As
technology continues to play an increasing role in education, it is essential that teachers are well-
prepared to navigate and integrate these tools effectively into their teaching practices.
 The success of technology integration in educational settings depends heavily on the support
provided by institutions, which must create an environment conducive to the effective use of
technology. Becta (2012) highlights the critical role that universities and colleges play in fostering the
appropriate conditions for technology integration. This support goes beyond merely providing access
to digital tools; it also requires offering infrastructure, resources, and professional development
opportunities to ensure that teachers can effectively incorporate technology into their teaching
practices. Providing technical support is one of the first steps in ensuring that educators feel confident
in using new digital tools. Institutions must offer accessible assistance to help teachers troubleshoot
issues, enabling them to focus on teaching rather than technical difficulties. Additionally, professional
development programs should be designed to address the needs of teachers at various stages of their
careers, from initial training to ongoing skill development. As Liu et al. (2021) point out,
collaboration among various stakeholders such as faculty members, administrators, and technology
experts is essential for creating a shared vision of technology integration. By working together, these
groups can ensure that technology is not just added to the curriculum for the sake of novelty but is
strategically embedded in a way that supports the broader educational goals of the institution. This
collaborative effort ensures that technology is selected and implemented in ways that align with the
pedagogical philosophies and objectives of the program. Moreover, this collaboration helps identify
the specific tools and resources that are most effective for both teachers and students, taking into
account diverse learning needs and contexts. However, while collaboration and resource allocation are
vital, achieving successful technology integration also requires careful planning and a clear strategy
for incorporating technology across the curriculum. Institutions need to ensure that technology is not
treated as an isolated component of the learning experience but is integrated throughout the
curriculum in a way that enhances teaching and learning outcomes. As research by Ertmer (2010)
underscores, effective technology integration requires that educators develop both the technical skills
to use digital tools and the pedagogical knowledge to apply these tools in ways that foster active,
student-centered learning. Furthermore, Tondeur et al. (2017) emphasize the importance of aligning
technology use with teachers' pedagogical beliefs. Teachers who have a clear understanding of how
technology can enhance their teaching practices are more likely to integrate it effectively. Therefore,
institutions must ensure that teachers are not only given the technical training they need but also
supported in developing a deep understanding of how technology can be used in their specific subject
areas. By fostering an environment that supports collaboration, provides professional development,
and encourages alignment between technology and pedagogy, educational institutions can ensure that
technology integration contributes meaningfully to the learning experience. In sum, creating a
supportive infrastructure, promoting collaboration, and aligning technology use with educational
goals are key components in the successful integration of technology in higher education.
 The integration of technology in BEED programs also has the potential to shift teaching
pedagogy. As Hennessy et al. (2015) explain, technology can facilitate a shift from traditional,
teacher-centered approaches to more student-centered learning. In a student-centered classroom,
students take a more active role in their learning, working collaboratively with peers and engaging
with content in more interactive and meaningful ways. Technology supports this shift by providing
students with more control over their learning, enabling them to explore topics at their own pace and
access a variety of resources that enhance their understanding. In addition to supporting student-
centered learning, technology can also help enhance student engagement. According to Cicconi et al.
(2020), digital tools such as educational games, simulations, and interactive activities can make
learning more enjoyable and motivating for students. By using technology to create an interactive and
immersive learning environment, teachers can foster greater student engagement, which in turn can
lead to improved academic performance. The integration of technology in BEED programs presents
both significant challenges and opportunities. While barriers such as inadequate training, technical
difficulties, and resistance to change can hinder the effective use of technology, the potential benefits
are substantial. Technology can foster collaboration, personalize learning, and encourage innovative
teaching practices, all of which contribute to a more dynamic and engaging educational experience.
To overcome the challenges of technology integration, educational institutions must provide the
necessary support, infrastructure, and professional development opportunities for teachers. With the
right support and resources, technology can transform teaching and learning, preparing future
educators to meet the demands of the digital age and ensuring that students receive a high-quality
education.
 METHODOLOGY

Research Design

This study will use a qualitative research design to explore the challenges and opportunities
of technology integration in BEED programs at IBA College of Mindanao, focusing on in-
service teachers' perspectives. Qualitative research is ideal for examining participants'
experiences and perceptions, allowing for a deeper understanding of the complexities of
technology adoption (Creswell & Poth, 2018). Through in-depth interviews, the study will
gather detailed insights into the teachers' challenges and strategies related to technology use
(Vaughn et al., 2017).

Locale of the Study

This study will be conducted at IBA College of Mindanao, located at T.N. Pepito
Street, Poblacion, Valencia City, Bukidnon, with an annex campus situated at Purok-21,
Valencia City. IBA College of Mindanao was founded in 2004 by a dedicated group of
educators with a shared vision of providing quality education to the youth in the province of
Bukidnon. Their goal was to create a learning institution that would help aspiring students
achieve their dreams. The college opened its first branch in Kalilangan, Bukidnon in 2005,
followed by the second branch in Quezon, Bukidnon in 2006. The third branch, located in
Valencia City, Bukidnon, is where this study will be conducted.
 This study explores the challenges and opportunities of integrating technology in the
Bachelor of Elementary Education (BEED) program at IBA College of Mindanao, focusing
on the perspectives of in-service teachers. The college was selected for this study due to its
active efforts in adapting to technological advancements in education and its commitment to
providing a high-quality learning experience for both students and educators. Given IBA
College’s growth and its emphasis on educational innovation, it offers an ideal setting for
understanding how technology can enhance teaching practices and benefit both teachers and
students in the BEED program.

Participants of the Study

The participants of this study will consist of five in-service teachers from the
Bachelor of Elementary Education (BEED) program at IBA College of Mindanao (IBACMI)
for the academic year 2024-2025. These participants will be selected using purposive
sampling, which ensures that they have relevant experience with technology integration in
their teaching practices. The chosen teachers will represent a range of experiences, with
varying levels of exposure to and involvement in technology integration within the
classroom. All five participants will be in-service educators who are actively teaching during
the 2024-2025 academic year and have been engaged in the BEED program at IBACMI.
Their participation in the study will provide valuable insights into the challenges and
opportunities they encounter when integrating technology into their teaching practices, as
well as how these experiences align with the program's objectives. Informed consent will be
obtained from all participants, ensuring that they understand the nature of the study and their
role in it.

Research Instrument

The primary research instrument for this study will be a semi-structured interview
guide, designed to explore the challenges and opportunities of technology integration in
BEED programs. The guide will include both open-ended and closed-ended questions to
capture participants’ experiences with using technology in the classroom, as well as the
barriers and support they encounter. This format allows for flexibility, encouraging
participants to elaborate on their responses, while also ensuring that key topics are addressed
(Cohen et al., 2018). Interviews will be audio-recorded with participant consent and
transcribed for thematic analysis, providing a rich, qualitative dataset to identify common
themes and insights related to technology integration (Braun & Clarke, 2019).

Data Gathering Procedure

The data collection process will begin by obtaining informed consent from all five
participants. Prior to the interviews, participants will be informed about the purpose of the
study, their involvement, and their right to withdraw at any time without consequences. They
will also be assured that all information shared will be kept confidential. Once consent is
obtained, individual semi-structured interviews will be scheduled with each participant.

These interviews will take place in a quiet and private location to encourage open and
honest discussion about the challenges and opportunities of technology integration in their
teaching practices. The semi-structured format will allow for flexibility, enabling the
researcher to probe deeper into participants' responses and explore their experiences in detail
(Cohen et al., 2018). The interview guide will consist of open-ended questions with follow-up
prompts to clarify and expand on responses (Kallio et al., 2016).

Each interview will be audio-recorded with participant consent to ensure accurate data
capture. Afterward, the recordings will be transcribed verbatim, and the data will be analyzed
thematically to identify patterns and themes related to technology integration (Braun &
Clarke, 2019). Throughout the data collection process, confidentiality will be maintained, and
personal identifiers will be removed from the transcripts to protect the participants' privacy.

Data Analysis

The data collected from the semi-structured interviews will be analyzed using
thematic analysis. First, the researcher will transcribe all the audio-recorded interviews
verbatim to ensure an accurate representation of participants’ responses. After transcription,
the researcher will familiarize themselves with the data by reading through the transcript’s
multiple times, allowing for a deeper understanding of the content (Braun & Clarke, 2019).

Next, the researcher will begin the coding process by identifying key phrases, words,
and segments of text that relate to the research questions. These will be assigned initial codes,
which will represent significant ideas, challenges, or opportunities discussed by the
participants regarding technology integration in their teaching practices. According to
Creswell and Poth (2018), coding helps in organizing data into manageable pieces, making it
easier to identify patterns.

Following coding, the researcher will group the codes into broader themes, seeking
patterns or trends across the interviews. These themes will reflect the recurring experiences,
insights, and challenges shared by the participants. The final step will involve reviewing and
refining these themes to ensure they accurately represent the data. The researcher will also
compare the findings with existing literature to contextualize the results within the broader
body of research on technology integration in education (Saldana, 2016).

This process will enable the researcher to gain a clear understanding of the
opportunities and challenges that in-service teachers face when integrating technology into
their teaching practices.

Research Ethics

This study will follow ethical guidelines to ensure participants' rights and the integrity
of the research process. Informed consent will be obtained from all participants, ensuring
they understand the purpose, procedures, and voluntary nature of the study. Participants will
be informed that they can withdraw at any time without consequences.

Confidentiality will be maintained by anonymizing participants and securely storing

all data, such as audio recordings and transcripts, which will only be accessible to the
researcher. The study will also prioritize respect for participants, ensuring their dignity is
maintained and that no harm comes to them during the research process. Ethical approval will
be sought from the appropriate institutional review board.