ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— The study utilized a phenomenological research design to gain a deeper understanding of the experiences of Physical Education teachers who were members of the International Association for Physical Education and Sports. This research approach, based on the phenomenological principles of Max Van Manen (1990), focused on exploring the lived experiences of these educators as they integrated digital innovations into their teaching methods across various platforms to promote global engagement. Data collection methods included indepth interviews, audio recordings, and note-taking, which provided comprehensive insights into the teachers’ practices and challenges. The study involved ten participants: two Physical Education teachers from Australia and the Philippines and one teacher from Canada, China, Egypt, India, Indonesia, and Thailand. The findings revealed that digital tools—such as video analysis, fitness applications, and learning management systems like Microsoft Teams and Google Classroom— had a transformative impact on the delivery of physical education. Teachers reported increased interactivity, engagement, and opportunities for global collaboration with peers worldwide. However, they also faced challenges, including internet connectivity issues, varying levels of technological proficiency, and the need to balance digital activities with physical movement. Key themes from the study emphasized the importance of continuous professional development, the enhancement of teaching strategies through digital tools, and the significance of global engagement in advancing physical education. The research highlighted the crucial role of digital literacy and innovation in modern physical education and suggested that future advancements, such as virtual reality and movement analysis tools, could further enhance teaching practices. Geronimo’s Framework for Integrating Digital Tools in Physical Education stressed the importance of creating a comprehensive digital literacy curriculum, ensuring equitable access to technology, and incorporating wearable technology into physical education. Professional development for educators was identified as essential for effectively utilizing these tools to improve student performance and tailor activities. Moreover, the framework advocated for policy guidelines to support the ethical use of digital tools and global collaboration platforms that enriched learning through diverse physical education practices. This research provided valuable insights for educators, policymakers, and educational institutions regarding the intersection of digital technology and physical education. Keywords — Digital Innovation, Digital Literacy, Educational Technology, Global Collaboration, Global Engagement, Physical Movement