Digital Transformation in Teaching English as a Foreign Language in Departments of English at Yemeni Faculties of Education: Challenges and Strategies for Effective Implementation
Around the world, digital transformation (DT) is reshaping how English as a Foreign Language (EFL) is taught, but Yemeni Faculties of Education are struggling to keep pace. Political instability, limited institutional resources, and gaps in instructors' digital skills have made it difficult to build the kind of digital infrastructure needed for effective teaching. This study looks closely at the challenges within Departments of English at Yemeni Faculties of Education and asks what can realistically be done about them. Using a sequential explanatory mixed-methods design, the study began with a structured Likert-scale questionnaire completed by 20 EFL PhD holders selected randomly, and followed up with semi-structured interviews conducted with 6 PhD holders, who were selected in a purposive manner, to help explain and deepen the initial findings. The quantitative and qualitative analysis focused on four interconnected areas: technological, human, pedagogical, and organisational readiness for digital transformation. The results point to real and persistent problems, weak infrastructure, limited training, and inconsistent institutional support, along with noticeable differences in how instructors view and engage with digital tools. Based on these findings, the study puts forward practical strategies: investing in infrastructure, offering ongoing professional development, strengthening institutional policy, and building clearer frameworks for integrating technology into teaching. Ultimately, this research adds to what we know about digital transformation in EFL settings facing conflict and limited resources, and offers concrete guidance for policymakers, administrators, and instructors working to move digital pedagogy forward in teaching English in the Departments of English Yemeni at Faculties of Education.