The DRIVE model: supporting classroom technology integration through evidence-informed faculty development

Abstract

The integration of digital technologies in higher education remains inconsistent despite sustained faculty development efforts. This study investigated whether a structured implementation framework could enhance the transfer of professional learning into sustained classroom practice. A 5-stage process consisting of diagnostic needs analysis, responsive planning, instructional validation, verification, and evaluation was introduced to operationalize implementation sequencing within an evidence-informed cycle. Using a convergent mixed-methods descriptive design, data were collected from 35 undergraduate instructors participating in blended professional development over one academic semester. Quantitative self-assessments were triangulated with focus group discussions, instructional artifacts, and reflective narratives. Findings revealed measurable increases in digital competence (16.67%), frequency of technology use (16.67%), and instructional confidence (9.38%). Participants implemented digital assessments (68.57%), multimedia strategies (80%), formative feedback tools (82.86%), flipped instruction (57.14%), and collaborative technologies (51.43%). Although faculty reported barriers such as tool complexity and time constraints, staged implementation supported persistence across phases. Results indicate that structured sequencing, rather than competence enhancement alone, strengthens behavioral transfer and pedagogical alignment. The framework offers higher education institutions a replicable, process-oriented approach for achieving measurable and sustainable instructional improvement.