Abstract
Following the rapid digital transformation in higher education, integrating digital technology into university teachers’ professional development has become increasingly important. However, teachers’ perceptions in the Chinese higher education context remain underexplored. This qualitative study investigates Chinese university teachers’ views on digital technology integration and related influencing factors. Using a convenience sample of ten university teachers from diverse disciplines, data were collected through unstructured interviews and analyzed using thematic analysis with NVivo. Findings indicate that digital technology supports the development of subject knowledge, reflective practice, interdisciplinary integration, and knowledge sharing, while also enhancing pedagogical competencies such as classroom management and teamwork. Nevertheless, challenges were identified, including overdependence on technology, information overload, limited digital competence among teachers, and reduced interpersonal interaction. Teachers’ attitudes toward technology integration are shaped by both internal factors (intrinsic motivation and professional cognition) and external factors (peer influence and evaluation mechanisms). This study provides qualitative evidence on the role and impact of digital technology in teachers’ professional development and offers implications for designing effective professional development programs in Chinese higher education.