A Longitudinal Examination of the Influence of Continuous Professional Development on Tertiary ELT Teachers’ Attitudes toward Technology

Abstract The integration of technology into tertiary English Language Teaching (ELT) has expanded rapidly; however, sustained pedagogical adoption remains uneven. Research increasingly indicates that teachers’ attitudes, confidence, and pedagogical beliefs play a more decisive role than mere access to digital tools. This longitudinal study investigates the influence of Continuous Professional Development (CPD) on tertiary-level ELT teachers’ attitudes toward technology and their classroom integration practices over time. Employing a sequential explanatory mixed-methods design, data were collected through questionnaires, semi-structured interviews, and classroom observations conducted at multiple stages of CPD implementation. The study is theoretically anchored in Diffusion of Innovations Theory, the Technology Acceptance Model (TAM), and the Technological Pedagogical Content Knowledge (TPACK) framework.