Lived Experiences of English Teachers in Integrating Bloom’s Digital Taxonomy on Their Differentiated Instruction Practices: A Phenomenological Study

This qualitative research, a hermeneutic study, focused on exploring and capturing the essence meaning of lived experiences English teachers in integrating Bloom’s Digital Taxonomy into their differentiated instruction practices. Bloom's highly contributes to change that education witnesses today. Students acquire knowledge skills various ways at different speeds, idea giving personalized learning experience for students digital classroom is challenging. From interviews observations conducted, participants revealed acceptance self-initiated served as key adapting technology tools anchored sudden paradigm shift education. Participants considered technical aspects, literary skills, monitoring, interaction challenges overcome should be part virtual preparedness. Moreover, positively embrace maximize use BDT keeps them track aligning objectives attainable set-up. The boosts engagement motivation, builds closer imitation face-to-face classes, enhances delivery management environment. researcher recommends undergo professional development focusing teaching subjects. may MDT-EDP Training plan this study conduct needs analysis provide most relevant training educators based needs, interest.