TEACHER CHANGE AND TECHNOLOGY RESISTANCE: A QUALITATIVE STUDY OF TECHNOLOGY INTEGRATION IN MATHEMATICS CLASSROOMS

This study examines the integration of interactive whiteboard (IWB) technology in mathematics education within Saudi Arabian public schools, exploring both enabling factors and barriers to teacher change. Drawing on Fullan’s theory of educational change (2006) and Howard’s risk-aversion model (2013), the paper investigates how socio-cultural, institutional, and emotional dimensions shape teachers’ resistance or adaptation to technology. Data were collected through qualitative interviews and classroom observations with 21 participants, including Ministry of Education officials, school leaders, and mathematics teachers. The findings reveal that despite significant investment in digital technology, integration remains incomplete due to inadequate professional development, inconsistent administrative support, and cultural attitudes toward risk and innovation. This study contributes by contextualizing global change theories within the Saudi educational landscape, offering a framework for understanding teacher resistance as a culturally mediated process rather than a purely technical challenge. It concludes with policy and practical recommendations aligned with Vision 2030’s educational transformation agenda.