Communication strategies in faculty’s use of technology

Abstract

Abstract: This qualitative study examines how faculty members and administrators in Ugandan universities use digital technologies to support teaching, collaboration, and professional development. A total of 34 participants were interviewed to explore their communication practices and the extent to which digital tools facilitate or hinder academic interaction. Thematic analysis identified five key themes. First, Digital Communication Platforms in Teaching highlights the widespread use of informal platforms such as WhatsApp as substitutes for official learning management systems. Second, Communication for Collaborative Learning emphasizes the role of digital tools in promoting intra- and inter-departmental collaboration despite inconsistent platform use. Third, Multimodal Communication Strategies illustrates the use of video, voice notes, and text-based communication to accommodate diverse student needs and technological limitations. Fourth, Communication for Professional Development underscores the importance of peer-led digital resources and informal learning communities in enhancing faculty digital literacy. Finally, Challenges of Effective Communication include digital inequality, information overload, and platform fragmentation. The findings reveal adaptive strategies in response to institutional and infrastructural constraints. While digital tools expand communication opportunities, stronger institutional coordination and policy support are needed to bridge digital divides and optimize their effectiveness in low-resource higher education contexts.