Two Worlds, One Classroom: Reciprocal Learning Between Digital Native Students and Digital Immigrant Professors in Moroccan EFL Higher Education

Abstract

The gap between digital natives and digital immigrants continues to widen as technology evolves, a divide particularly evident in higher education where digital immigrant professors and digital native students interact despite differing teaching and learning preferences. While prior research has examined technology integration in education, little is known about how EFL students and professors in Moroccan higher education perceive this integration and the reciprocal learning opportunities it creates. This study therefore investigated professors’ perceptions of technology integration, the challenges they face, and what digital native students and digital immigrant professors can learn from one another. An exploratory mixed-methods design was used, involving 206 EFL students and 19 EFL professors from Moulay Ismail University, Morocco, who completed an online questionnaire with closed- and open-ended items. Quantitative data were analyzed using descriptive statistics, and qualitative responses through thematic analysis. Findings showed that despite challenges such as content overload, misinformation, distraction, and technical issues, both students and professors held positive perceptions of technology integration in EFL education. Results further indicated that digital native students can help professors develop technological skills and navigate digital tools, while digital immigrant professors can help students strengthen information evaluation skills, use traditional learning resources, adapt when technology fails, and value interpersonal communication. These findings underscore the importance of fostering reciprocal learning and collaborative professional development to enhance technology integration in higher education. However, the study was limited to a single university and relied on self-reported data; future research should include multiple institutions, larger samples, and longitudinal or experimental designs.

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