<![CDATA[The increasing integration of digital technologies in schools has raised critical questions regarding how digital integrated learning is enacted within everyday classroom practices. This study aimed to examine the pedagogical use of digital technologies by teachers, the instructional functions of digital tools, and the contextual factors shaping their classroom enactment. Employing a qualitative multiple case study design, data were collected through non-participant classroom observations, semi-structured teacher interviews, and analysis of instructional artifacts across selected secondary school classrooms. The data were analyzed using thematic analysis informed by constant comparative techniques to identify patterns of digital integration and pedagogical intent. The findings indicate that while digital technologies were consistently present in classroom instruction, their use was predominantly oriented toward content presentation and visualization, with limited integration into higher-order, student-centered learning activities such as inquiry, collaboration, and formative assessment. Teachers’ pedagogical beliefs, digital competence, and institutional support emerged as key factors influencing the depth and quality of digital integration. By foregrounding classroom enactment, this study contributes empirical evidence that bridges the gap between conceptual models of digital integration and observable teaching practices. The findings imply that professional development and policy initiatives should prioritize pedagogical design and reflective teaching practices over technical skill acquisition alone to foster meaningful and sustainable digital-integrated learning in schools.]]>
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