International Conference on Educational Trends and Technology [iCONETT] 2025

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Open Access
Effect of the Use of Videos vs. Images in Instruction on the Achievement in Science of Grade 9 Students
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Jayawardhana, K.V. A. T. K; Perera, K.G.S.K.
Multimedia contributes to a well-equipped, interactive, and student-centered learning environment. Integration of multimedia into science education can enhance students’ achievement and motivation to learn. This study attempts to find out which multimedia tools are more effective for students, to investigate the challenges and barriers teachers face in integrating multimedia into science classrooms, and to examine the motivation and attitudes of students. A one-group quasi-experimental design was used. The same group of students were taught using images in control condition and later with both images and videos during experimental conditions. Data was collected through both quantitative and qualitative methods using unit tests, observations, and questionnaires.
Open Access
Leveraging LLMs for Dynamic Content Generation and Creating Contextual Quizzes to Enhance Learning Outcomes in Personalized Education
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wanigasekara, S; Gunawardhane, K; Kumara, S
The research study developed an adaptive learning system based on LLMs and RAG technology to deliver customized educational content. The system differentiates from traditional LLM educational software by accepting complete lecture materials, which ensure quiz responses and feedback match the specific content of the current course. The application retrieves dynamic, relevant content from lecture slides to provide focused, structured learning that goes beyond standardized, pre-trained responses. Pinecone serves as a vector database for semantic content retrieval, and OpenAI provides GPT for natural language generation from the system architecture. The educational materials undergo Sentence Transformers processing to create semantic embeddings that enable both precise content retrieval as well as contextual adjustments.
Open Access
Animated Films as a Pedagogical Tool for English Vocabulary Acquisition in Second Language Learners
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Ekanayake, E.M.K.G.M.T.; Priyanath, H.M.S.
The study investigates the effectiveness of animated films in enhancing English vocabulary acquisition among ESL learners in Sri Lanka. Research shows how animated films affect vocabulary retention, relevant understanding, and student engagement. The effectiveness of using animated movies as a tool for enhancing English vocabulary among English as a Second Language (ESL) learners has garnered increasing attention in recent years. Thus, this study explores the pedagogical benefits and potential challenges of integrating animated movies into ESL vocabulary learning. Further, the research aims to provide empirical evidence on how animated movies can facilitate vocabulary acquisition, retention, and contextual understanding among ESL learners. A quantitative research approach was used to measure the vocabulary advantage supported by survey responses to measure the pre-tests and post-tests. The study focused on grade 7 students and analyzed subtitle-based learning, learning contingency terminology, mnemonic techniques, and visual effects. The results revealed a significant improvement in terminology performance after the integration of animated films, especially when aligned with the objectives of the course. Conclusions advocate including animated multimedia in ESL education while suggesting positiveimplications for teachers, course designers, and education policy makers.
Open Access
Impact of Psychological Capital of Parents on English Language Proficiency of Students
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Dhammaweera, W; Samaraweera, D
This study examines the impact of parental psychological capital (PsyCap) on children's English language proficiency. PsyCap comprises four key components: self-efficacy, optimism, hope, and resilience. While previous research highlighted the role of PsyCap in workplace performance and education, its influence on English language competency remains underexplored. This study aims to bridge this gap by analyzing the relationship between parental PsyCap and student English proficiency. A correlational quantitative research design was employed, treating parental PsyCap as the independent variable and English proficiency as the dependent variable. A randomsample of 104 Grade 11 students and their parents participated. Parental PsyCap was assessed using a questionnaire based on the Compound PsyCap Scale (CPC 12), while student proficiency was measured through their last-termtest scores, a specially designed test, and speaking and listening assessments. Data analysis, conducted using SPSS software, revealed a strong positive correlation between parental PsyCap and student English proficiency (R = 0.862). The R-squared value (0.743) indicated that 74.3% of the variance in students' proficiency is explained byparental PsyCap, demonstrating its strong predictive ability. Additionally, the unstandardized coefficient (B = 1.356, p = 0.000) suggested that for every one-unit increase in parental PsyCap, students' English proficiency improves by 1.356 units. The high t-value (17.155) further confirms the significant impact of parental PsyCap. Inconclusion, this study highlights the critical role of parental psychological capital in shaping students' English language proficiency, emphasizing the need to consider parental mindset as a key factor in language development.
Open Access
Improving Text Adaptation Practices among Bilingual Teachers in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Pakeerathy, S.; Asoka, G.H
In the context of Sri Lanka’s Content and Language Integrated Learning (CLIL), the adequacy of pedagogical materials continues to be a significant challenge within bilingual education (BE). This study investigates the role of text adaptation in improving bilingual learners’ academic performance, language development, and classroom engagement, based on teachers’ perspectives. A total of 250 Sri Lankan bilingual teachers participated in the research, which employed an action research design implemented cluster-based (province-wise) and incorporated both quantitative and qualitative approaches. Using purposive sampling, data were gathered through a pre-test and post-test. The analysis involved descriptive statistics, thematic analysis, and paired t-tests. The study revealed a statistically significant enhancement in teachers’ awareness, confidence, and capacity to implement adaptation strategies effectively. Both pretest and post-test results indicated notable improvement, with the mean score increasing from M = 9.65 to M = 113.53 and an extremely large effect size (Cohen’s d = 12.93). The p-value of 0.0003 confirmed the significance of this change. Teachers demonstrated improved skills in identifying content mismatches, applying techniques such as simplification, elaboration, and discursification. Post-intervention feedback further highlighted educators' recognition of the importance of adapting curriculum materials to support effective CLIL practices and to ensure that resources are both contextually appropriate and pedagogically sound. The findings emphasize the critical need for structured text adaptation strategies to address linguistic and instructional challenges in bilingual classrooms. Moreover, the study suggests that such interventions can support student learning, reduce dropout rates, provide maximum learning outcomes, and encourage greater participation in the bilingual education system. The duration of this research was one year
Open Access
The Effect of Emotional Well-being on Polite Behavior and Teaching Effectiveness of English Teachers in Government Schools of Badulla District in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Gunawardana, K.P.; Priyanath, H.M.S.
Many empirical studies agree that emotional well-being plays a critical role in influencing individual behavior, and the impact can directly affect work efficacy. However, the correlation between emotional well-being, behavior, and effectiveness has not been previously explored. Similarly, teachers’ emotional well-being can also influence their behavior, leading to varying levels of teaching effectiveness. This study attempted to examine empirically how emotional well-being affects polite behavior and teaching effectiveness among English teachers in government schools of the Badulla District in Sri Lanka. Primary data collection was conducted using a quantitative method, involving a structured questionnaire administered to 297 randomly selected government English teachers. The study used Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyze data. The results revealed that emotional well-being has a significant effect on polite behavior, which in turn has a substantial influence onteaching effectiveness. Supported by empirical evidence, this study concluded that the emotional well-being of English teachers directly influences polite behavior and teaching effectiveness. Furthermore, polite behavior plays a partial mediating role, implying that emotional well-being improves teaching effectiveness by fostering polite behavior. The findings of this study provide important insights for policymakers to enhance teachers' emotional well-being to improve the teaching effectiveness of English teachers by focusing on their polite behavior.
Open Access
Enhancing Interactive Learning in English-Medium Science: A Practitioner Intervention within the CLIL Framework
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mukarrama, M; Wijesekera, H.D
Interactive learning is essential for meaningful engagement in science classrooms, especially in Sri Lanka’s bilingual education (BE) system, where students transition from Mother Tongue Instruction (MTI) to English Medium Instruction (EMI) in Grade Six. Student reluctance to participate in EMI science lessons, often due to limited English proficiency, remains underexplored in this context. This study investigated the root causes of student reticence and implemented targeted interventions to enhance interaction through collaborative group work, evaluating the efficacy of these interventions. The research involved 21 Grade 8 Tamil-English emerging bilingual female students from a government school in the Western Province of Sri Lanka, who exhibited varied levels of English proficiency. None had prior exposure to Content and Language Integrated Learning (CLIL), the specified teaching approach to EMI, which is the main strategy deployed in the study. For this purpose, a single-group, quasi-experimental mixed- methods action research design was employed, structured around Lim’s (2007) balanced model. Data collection occurred over three stages: before, during, and after intervention, using academic records, structured oral tasks, focus group discussions, classroom observations, and questionnaires. The intervention used collaborative group strategies within a CLIL framework, incorporating multimodal scaffolding, translanguaging (navigation between L1 and L2), and motivational techniques to foster engagement. Qualitative data underwent Thematic Content Analysis (TCA), and the quantitative written and oral evaluation marks from pre-test, test during the intervention, and post-test were compared using a Paired t-test. Foreign Language Classroom Speaking Anxiety (FLCSA) was inferred through pre-test qualitative indicators. The mid-intervention and the post-test findings confirm that collaborative CLIL activities, when novel, cognitively stimulating, and linguistically supportive, can significantly enhance interactive learning, reduce anxiety, and promote engagement in bilingual EMI classrooms. This study offers practical implications for science educators seeking to apply integrative pedagogical approaches tailored to the linguistic and cognitive needs of BE learners. Further research should explore long-term retention and use validated anxiety measures within control group settings.
Open Access
The Effect of the Curriculum of the English Access Micro-Scholarship Program on the Improvement of 21st- Century Skills of Its Students in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Yatiagalagama, N; Priyanath, H. M. S.
This paper examines the impact of the English Access Micro-scholarship program curriculum on improving the 21st-century skills of its students in Sri Lanka. The study utilizes a quantitative method for data collection. The sample consists of 92 access students; the data were collected through a structured questionnaire and analyzed withthe Partial Least Squares-Structural Equation Model (PLS-SEM), supported by SmartPLS. The results show that English knowledge encompassing the four skills targeted through the access micro-scholarship program positively impacts the improvement of 21st-century skills of its students. Communication ability, which is expected to be developed through the access curriculum, has a favorable influence on the enhancement of 21st-century skills of access to students. Additionally, confidence and self-esteem fostered through the access curriculum positively influence the improvement of 21st-century skills of students. Cultural awareness taught through the Access Curriculum also positively impacts this improvement. Finally, English knowledge and time management imparted through the access curriculum significantly enhance the development of 21st-century skills of access students.
Open Access
The Ear or the Eye? Decoding the Better Route to Incidental Vocabulary Growth
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Bandaranayake, R; Wijesuriya, K
Incidental vocabulary acquisition is crucial for improving learners' lexical competence. To facilitate learners' vocabulary acquisition incidentally, it is essential to understand which mode of input is more effective. This research aims to comparatively study the effectiveness of reading and listening input on incidental vocabulary acquisition and determine which modality best supports vocabulary acquisition and retention. This study employed a between-subjects design in which two groups of Grade 9 ESL learners of an international school were exposed to either reading or listening input. The input material consisted of 15 target words, which the learners were allowed to acquire incidentally. A pretest, immediate posttest, and delayed posttest design were employed to collect data. The areas of vocabulary knowledge tested were form and meaning recognition. When analyzing the data, statistical comparisons were made using independent samples t-tests. The results revealed no statistically significant difference between the groups for the acquisition scores. Similarly, the comparison of the retention scores revealed no statistically significant difference. Therefore, this study implies that both input modes produced similar acquisition and retention levels in the respective groups, concluding that both reading and listening are equally effective. The significance of this study lies in its contribution to understanding the effects of input modality in a real-world ESL context. Future research should explore the impact of combining input modalities, examine other aspects of vocabulary knowledge, such as production, and include learners of varying proficiency levels and age groups to allow for broader generalization of the findings.
Open Access
Fostering Active Learning of English Tenses among Teacher Trainees through Interactive Language Games
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Nawarathne, M. N
This study explores the effectiveness of interactive language games in enhancing teacher trainees’ active participation in practicing and mastering English tenses. Traditional grammar teaching methods often lack sufficient engagement to promote sustained learning. This study examines how language games can serve as interactive instructional strategies to enhance learners’ motivation and understanding of tense structures. A mixed-method research design was employed, involving a random sample of 40 pre-service teacher trainees at a National College of Education. Participants were randomly divided into two groups: control and experimental groups. Over a six-week intervention period, nine language games were introduced to the experimental group to teach nine types of English tenses. Data was collected through two written tests, classroom observations, and a student feedback questionnaire. Quantitative data, including test scores, were analyzed using averages, percentages, and ANOVA (via SPSS) to identify significant differences. Qualitative data from the observation checklists and the student questionnaire were analyzed through manual thematic analysis procedures. Findings revealed a significant improvement in students’ motivation, willingness to participate, and overall confidence in using English tenses accurately in both written and spoken contexts. Moreover, the collaborative and enjoyable nature of games helped reduce learner anxiety and fostered a more interactive and supportive learning atmosphere. The results emphasize the importance of incorporating learner-centred, interactive approaches such as language games into grammar pedagogy, particularly in contexts where English is taught as a second language. Recommendations for teacher
Open Access
The Effect of TPACK on ESL Learners' Performance: An Investigation of Teacher Competency in Technology Integration in the Colombo District
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Colombage, L.U.; Abeywickrama,K.R.W. K.H.
Given the growing use of technology in education, it is essential to comprehend how Technological Pedagogical Content Knowledge (TPACK) contributes to teachers’ successful learning. This study investigates how the TPACK of secondary-level English as a Second Language (ESL) teachers affects the performance of ESL students byanalysing data gathered from secondary-level ESL teachers in seven schools in the Colombo District using a mixed method approach.
Open Access
The Role of Content and Language Integrated Learning (Soft CLIL) in Developing Academic Language Functions in Tertiary Education
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Jayarathna, G.A.R.C.; Wijesekera, H. D
This paper explores the role of Soft Content and Language Integrated Learning (Soft CLIL) in developing academic language functions (ALFs) among tertiary level learners, focusing on speaking skills. Soft CLIL integrates language with subject-related content, prioritizing language development while introducing subject concepts lightly. ALFs refer to the specific language required for academic tasks such as describing, explaining, comparing, and arguing. This qualitative action research was conducted in a Sri Lankan state university, involving fourth-year students following the Bachelor of Arts (Honors) degree in Pali and Buddhist Studies, and their English language teachers. It employed a single-cycle action research design of planning, acting, observing, and reflecting, to examine learner and teacher perceptions of Soft CLIL and its impact on developing ALFs. Multiple data sets were gathered for corroboration. To probe into learner perceptions, focus group discussions, reflective diary entries, and guided essays were utilized. Teacher perceptions were elicited through self-reflections and peer classroom observations. The analysis followed a deductive approach, and the interpretation was supported by Krashen’s Theory of Second Language Acquisition. Though more demanding to plan than general English for Academic Purposes (EAP) lessons, the approach proved effective. The findings show that Soft CLIL positively impacted learner comprehension, interaction, confidence, and the development of ALFs. Learners showed progress in using key ALFs needed for their degree. Thus, this study highlights the need to promote Soft CLIL among curriculum developers and English Language Teaching (ELT) practitioners. The findings offer insights for stakeholders, advocating for the wider adoption of the approach within the faculty and beyond to enhance ALFs among tertiary-level learners.
Open Access
Empowering Reflective Learners: An Action Research Study on Reflection-for-, in-, and on-Action in Junior Secondary English as Second Language Classrooms
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Fernando, H.S; Samarajeewa, C. A
Reflective practice refers to learning through and from experience towards gaining new insights into self and practice. Zimmerman (2002) highlights the importance of self-regulated learning, where reflection enhances academic performance. This action research project was initiated by a teacher educator with the central aim of exploring the application and impact of reflective learning strategies among junior secondary English as a Second Language (ESL) learners. The sample consisted of two groups: three in-service teachers and 63 ESL learners in grade 9. The research was conducted over a four-month period as part of a teacher development program, in its ‘Current Trends and Practices in Education’ course. Various data collection methods were utilized, including teacher interviews, focus group discussions with students, classroom observations by the teacher educator, teacher reflective logs, student reflective journals and student portfolios. The findings, obtained through both quantitative and qualitative data indicated that irrespective of the fact that culture shock as the main challenge to be faced, reflective strategies such as goal setting (learning contracts), self-monitoring checklists, peer feedback cards, learner journals and whole class debriefs led to enhanced learner engagement, improved language awareness, and stronger self-directed learning habits. Thus, the study affirms the effectiveness of embedding reflective learning in ESL education.
Open Access
Enhancing English Language Learning through Teaching Aids
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mahaarachchi, P; Salgado, S; Gamage, V
Language teaching has often been criticized as theoretical, boring, and uninteresting. To counteract this, teachers employ diverse approaches, including the use of teaching aids—tools that engage students’ auditory and visual senses. This study explores the impact of teaching aids on English language learning in secondary classrooms. It emphasizes the significance of visual aids, assesses their effectiveness, and identifies challenges in their usage. The study uses a mixed-methods approach, including a questionnaire and pre-/post-test comparisons, to demonstrate how beneficial teaching aids are for student motivation, engagement, and the lesson's expected learning outcomes.
Open Access
Impact of Artificial Intelligence on Academic Integrity in Higher Education, Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wijayasiri, K. D.S.N
The blistering pace of artificial intelligence (AI) adoption in the college and university sector has, in effect, revolutionized the academic sector, offering high potential while simultaneously encompassing numerous obstacles regarding academic integrity. This study examines the various ways in which artificial intelligence has impacted academic integrity in higher education institutions in Sri Lanka. Investigating the ever-developing field of AI through the prism of professional literature, this research addresses the issue of how the use of AI tools, mainly large language models, such as ChatGPT, is reinventing the familiar pattern of assessments, establishing new patterns of academic dishonesty, and causing the emergence of new solutions to the problem of preservingacademic integrity. The results indicate that although current AI-based technologies provide significant value to personalized learning and educational improvement, they also present significant risks to academic integrity,which must be addressed promptly by educators, policymakers, and institutional officials. The following paper proposes an approach to addressing these issues by redesigning policies, course and examination evaluation, and incorporating ethical AI strategies tailored to the specific context of Sri Lankan higher education.
Open Access
Effect of Online Learning Environment on Behavioral Changes and Academic Performance of Children in Pre – Adolescence
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Mudalige, C.M.; Samaraweera, S.G.S.; Priyanath, H.M.S.
The evolution of education paradigms in the new millennium has been influenced by the rapid integration of technology in learning environment worldwide, with Sri Lanka being a notable e x c e p t i o n until recent times. The global pandemic triggered an unprecedented shift in Sri Lanka’s educational landscape demanding a rapid transition from traditional classroom learning environment to online learning environment in 2020 as a resolution to the island-wide lockdown process. Very little was known about its effectiveness and challenges, although the process has become widely popular and mandatory in the system of education in the country. This paper aims to explore the impact of online learning environment on behavioral changes and the academic development of children in pre -adolescence. A survey questionnaire was administered to 120 participants studying in the Badulla educational zone to collectdata related to the study. The study adopted a subjective approach and analyzed quantitative measures of academic performance using Partial Least Square - Structural Equation Modelling (PLS - SEM) among pre -adolescent students engaged in an online learning environment. Findings of the study suggested that the online learning environment has a positive impact on both behavioral changes and the academicperformance of pre-adolescent students. The process has been empirically evaluated as an effective strategy for both learners and teachers to enhance their knowledge and skills in accomplishing intended academic goals in the new millennium. The study also demonstrated that the process fosters learner autonomy and motivates them to be authentically engaged in academic activities even though it bringschallenges in social interaction and emotional well-being. These insights underscore the significance of educators and policy makers to design online curricula that not only promote academic achievement but also nurture the holistic development of pre-adolescent children during their critical formative stage.
Open Access
Fostering Communication and Social Engagement in Quiet Learners Within the Classroom: A Case Study
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Vayathmi, O.K.P.; Tennekoon, S
This study investigated some of the barriers faced by students when participating in the teaching learning process actively, such as social anxiety, lack of confidence, or difficulty in communication. The study focused on a student in a Grade 6 classroom who consistently remained silent, avoided discussions, group work, and peer interactions. This behavior not only affected the student’s learning but also influenced the classroom dynamics. Recognizing the importance of inclusive education, we conducted action research to identify the reasons behind the student’s silenceand to develop strategies to encourage his engagement through structured peer collaboration activities and lowpressure strategies. These strategies aimed to build confidence, foster connections with classmates, and create a supportive environment where the student felt safe to contribute. The efficacy of the strategies was assessed through teacher observations and by comparing the student’s participation before and after the intervention was implemented. Findings revealed that small-group interactions and non-verbal participation methods helped the student to gradually increase his engagement in the classroom activities. Over time, his willingness to communicateimproved, positively influencing classroom inclusivity. This study highlights the need to address silent learners who are often overlooked in traditional teaching approaches. By identifying individual challenges and adapting classroom practices, educators can ensure that all students feel valued and empowered. Therefore, this research underscores the importance of fostering an inclusive learning environment where every student’s voice can be heard.
Open Access
Attitudes of Sri Lankan Medical Students Towards the Medium of Instruction
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Wickramasinghe, S; Hakadewaththe, N
This study explores the attitudes of medical undergraduates at a Sri Lankan state university towards English as the Medium of Instruction (EMI) within the framework of Sri Lanka’s higher education language policy. It examines how EMI impacts students academic engagement, performance, and language development. A mixed methodsapproach was employed, using Google-based questionnaires completed by 50 students and in-depth interviews with five second-year undergraduates. Quantitative data were analyzed using descriptive statistics to identify patterns in student attitudes, while qualitative interview responses were thematically analyzed to highlight recurring challenges, coping strategies, and language preferences. Findings reveal that while students acknowledge the global relevance of English in medicine and higher education, many face challenges in comprehension and communication due to limited prior exposure and inadequate language proficiency. A notable number expresseda preference for flexible or bilingual instruction, particularly in the early stages of their academic journey. Interviews highlighted that students often refrain from participating in class discussions due to language-related anxieties and fear of negative peer judgment. These difficulties stem from both internal factors, such as low confidence and motivation, as well as external factors, including poor English instruction at school and limited access to language resources. The study concludes that EMI, when implemented without sufficient preparatory support, can hinder academic progress. It advocates for a more inclusive and adaptable language policy at the university level, particularly in demanding professional disciplines like medicine. Key recommendations include conducting needs assessments, incorporating bilingual instruction, and providing staff training to support equitable, linguistically inclusive education.
Open Access
An Analysis of the Relationship Between Ordinary Level English Performance and Cambridge English Placement Test Scores Among Foundation Programme Students in Sri Lanka
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Amarasooriya, N; Wickramasinghe, N
The teaching and learning of second languages in local educational settings is of great importance, particularly due to the need to enhance students' proficiency in the English language. This study aimed to conduct a comparative analysis of students’ Ordinary Level English results and their scores on the Cambridge English Placement Test(CEPT) among students enrolled in the foundation program at a higher educational institute in Sri Lanka.
Open Access
Examining Teacher Readiness for Blended Learning: A Case Study in a Sri Lankan Government 1AB School
(School of Education, Faculty of Humanities and Sciences, SLIIT, 2025-10-10) Kumarihamy, W; Kumara, L
The integration of Blended Learning (BL), where traditional face-to-face instruction combines digital and online tools into general education, has become increasingly significant with the COVID-19 pandemic to ensure the continuity of education. BL provides flexible, personalized education that promotes student responsibility and digital literacy, but a gap remains between Sri Lanka’s policy goals and teachers’ potential to implement them. This article explores teacher readiness for implementing the BL approach at a Sri Lankan Government 1AB school, focusing how teachers express their preparedness for BL in terms of digital skills, pedagogical strategies, andresource availability; challenges teachers face when implementing BL; and support systems and resources required to enhance teacher effectiveness as research objectives. A qualitative research methodology was employed, and datawere collected from six teachers representing different subject disciplines in grades 6-11 through semi-structured interviews. The responses were thematically analyzed to identify key patterns and themes. According to the findings, participants are open and positive towards BL, but limited resources and infrastructure, a lack of subjectspecificdigital content, language barriers, and a lack of training on digitalization and education technology hinder its effectiveness. Resource limitations led teachers to utilize their personal devices, which is a privacy concern between work and personal life affairs, and they must depend on freely available learning management platformssuch as e-Thaksalawa and DP education. Digital tools are mainly used for content delivery and communication,with the least utilization for assessment and interactive learning. The study highlights the need for improved infrastructure, ongoing professional development, supervision, and contextualized pedagogical innovations, offering key insights for policymakers, educational leaders, and teacher educators to foster an inclusive, technology-enabled education system in Sri Lanka.