Teachers’ and principals’ views on educational technologies, active learning, and social entrepreneurship practices in disadvantaged regions

Abstract

This qualitative study explores the subjective experiences of 25 teachers and 10 principals working in socio-economically disadvantaged schools in Istanbul. Utilizing a phenomenological design, data were collected through semi-structured interviews and analyzed via interpretative content analysis. Findings indicate that while interactive whiteboards serve as a critical "digital bridge," a significant gap persists in the integration of Web 2.0 tools. Participants identified communication barriers, specifically the Turkish-Arabic linguistic divide, and structural marginalization of families as primary obstacles to effective instruction. Furthermore, high staff turnover contributes to institutional isolation, fueling a perceived need for targeted technopedagogical and relational leadership training. While providing deep contextual insights, this research is limited by its localized, qualitative nature; thus, results are not directly generalizable to broader populations. Ultimately, the study suggests that educational equity in high-needs urban regions depends on context-specific professional development and administrative advocacy rather than standardized, top-down interventions.