Abstract
This study aims to investigate the mediating role of immersive learning technology in the relationship between pedagogical practices and teachers' digital competence, employing a concurrent triangulation design. Through a comprehensive analysis combining qualitative and quantitative methods, the research delineates how immersive learning technology, pedagogical practices, and digital competence intersect to influence educational outcomes. The study's findings reveal a consistent high level of immersive learning technology, with an overall mean score of 4.33, demonstrating significant engagement with technology in enhancing student engagement, learning outcomes, and overall technological application. Similarly, pedagogical practices exhibited a high level of implementation, with an overall mean of 4.33 across instructional strategies, curriculum integration, and assessment methods, reflecting a commitment to effective teaching methodologies. Furthermore, teachers’ digital competence also registered a high level, with an overall mean score of 4.31, indicating a robust proficiency in technological skills, professional development, and the innovative use of technology. Correlation analysis highlighted significant relationships between immersive learning technology and pedagogical practices, immersive learning technology and teachers' digital competence, and between pedagogical practices and teachers' digital competence, suggesting that these elements are interdependently enhancing educational practices. Regression analysis and Sobel tests further confirmed immersive learning technology’s significant mediation between pedagogical practices and teachers' digital competence, underlining immersive learning technology’s pivotal role in bridging effective pedagogy with digital proficiency. Thematic analysis from teachers' lived experiences revealed key themes such as the necessity of enhancing learning engagement, the integration of methodology and technology, educator skill development, and the challenges of technological implementation, all of which align with the quantitative findings, confirming, merging, and connecting the data. This study underscores the crucial interplay between ILT, pedagogical practices, and digital competence in shaping contemporary education, advocating for strategic integration to optimize teaching and learning experiences.