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The integration of Interactive Flat Panels (IFPs) into classroom instruction requires not only teacher readiness but also institutional conditions that enable sustained use. This study explores how Islamic Religious Education (IRE) teachers’ technological and pedagogical readiness intersects with institutional support, device access, and IFP implementation in two Indonesian public senior high schools. Employing a qualitative multiple-case study design, data were obtained from five written interview records involving two IRE teachers, two vice principals for curriculum, and one school principal. Thematic and cross-case analyses identified four themes: the readiness–implementation gap, subject-specific pedagogical integration, institutional support and professional learning, and constraints on sustained technology access. Findings reveal that teachers demonstrated basic technological familiarity and positive attitudes toward IFP integration, yet routine implementation remained limited. Despite professional development and technical assistance, both schools possessed only one IFP in a shared instructional space, creating scheduling conflicts, competing institutional priorities, and preparation challenges. Intermittent internet connectivity further constrained implementation in one school. Integrating TPACK and an ecological perspective, this study highlights institutional access as a critical dimension connecting teacher readiness with classroom implementation, emphasizing the need to align professional development with practical opportunities for sustained technology integration.
The integration of Interactive Flat Panels (IFPs) into classroom instruction requires not only teacher readiness but also institutional conditions that enable sustained use. This study explores how Islamic Religious Education (IRE) teachers’ technological and pedagogical readiness intersects with institutional support, device access, and IFP implementation in two Indonesian public senior high schools. Employing a qualitative multiple-case study design, data were obtained from five written interview records involving two IRE teachers, two vice principals for curriculum, and one school principal. Thematic and cross-case analyses identified four themes: the readiness–implementation gap, subject-specific pedagogical integration, institutional support and professional learning, and constraints on sustained technology access. Findings reveal that teachers demonstrated basic technological familiarity and positive attitudes toward IFP integration, yet routine implementation remained limited. Despite professional development and technical assistance, both schools possessed only one IFP in a shared instructional space, creating scheduling conflicts, competing institutional priorities, and preparation challenges. Intermittent internet connectivity further constrained implementation in one school. Integrating TPACK and an ecological perspective, this study highlights institutional access as a critical dimension connecting teacher readiness with classroom implementation, emphasizing the need to align professional development with practical opportunities for sustained technology integration.
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