EFL teachers' ecological barriers to integrating informal digital learning of English

This study examined the ecological challenges teachers faced in integrating Informal Digital Learning of English (IDLE) among 159 in-service Hong Kong EFL teachers from 2019 to 2024. Analysis of 470 entries revealed that 50% of the challenges stem from exo-system factors (e.g., heavy workloads), 23% were from macro-system factors (e.g., examination-focused education system). Individual factors (e.g., inadequate pedagogical skills) represented 15%, meso-system factors (e.g., parental disapproval) made up 8%, and micro-system factors (e.g., varied learner styles) constituted 4%. With 73% of challenges rooted in exo- and macro-system levels, the study highlights the urgent need for policy changes and administrative support. Copyright © 2025 The Author(s).