The Use of Digital Technologies in Physiotherapy Higher Education: a Mixed-Methods Study

Background: Previous studies demonstrated that digital tools can be effectively integrated into physiotherapy higher educa-tion. However, their adoption remains limited. This study aimed to 1) evaluate the perceived knowledge, confidence, and fre-quency of digital technology use among Italian lecturers and 2) explore lecturers’ experiences with digital technology in higher education. Methods: We performed a convergent mixed-method study using an online survey instrument for Italian physiotherapy lec-tures. We employed a 5-point Likert to evaluate perceived knowledge, confidence, and frequency of digital technology use, with consensus defined as an agreement of ≥70% on a statement. An optional qualitative section explored lecturers’ experi-ences with technology, which we analyzed using Reflexive Thematic Analysis. Results: Between June and September 2023, 118 lecturers (mean age: 45 ± 11; 69% female, n = 81) completed the survey. Participants expressed confidence in utilizing digital tools such as videoconferencing (95%), online repositories (88%), and com-munication apps (78%). On average, 32% reported using technologies “often” or “always.” In the qualitative section, completed by 77 participants, we generated three themes: 1) “Technology can promote a constructive educational approach”; 2) “Action of technologies on students’ learning process,” with mixed results on their impact; and 3) “Technology is not within everyone’s reach,” due to barriers to its implementation in didactics. Qualitative and quantitative findings confirmed one another, allowing for a deeper understanding of digital technologies among Italian physiotherapy lecturers. Conclusions: Our findings indicate that digital tools are still underutilized among Italian physiotherapy lecturers. The main bar-riers include inadequate infrastructure and a lack of digital competencies.