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Purpose As an institution that has invested in e-learning infrastructure and technology for e-learning delivery, Swinburne University of Technology Sarawak conducted The Digital Educator Series as a means of embracing this educational disruption. In particular, this paper reports on the first three courses held under the Digital Educator Series that aims to equip teachers with practical and effective online teaching to school teachers in Sarawak. While the training is still in effect, preliminary results are shared, and implications for practice and recommendations for further research are considered. Design/methodology/approach Approximately 136 questionnaires containing close-and open-ended items were distributed to the teacher participants of the Digital Educator Series. Close-ended items were designed to gather general information about their perceptions of online teaching and learning. Items were constructed to gather insights on familiarity with online teaching and learning, perceived usefulness of platforms such as Microsoft Teams and Google Classrooms. The open-ended items were designed to gather information on areas of improvement for the courses and professional development needs of teachers for online teaching. Findings The findings revealed very mixed responses in terms of teachers' familiarity with online teaching and learning. Nonetheless, it was encouraging that the majority of teachers felt positively about the impact and usefulness of the courses in the Digital Educator Series and have expressed that would like to learn more about online teaching pedagogy. Teachers reported the greatest familiarity with Google Classroom and were very positive about the applicability the Google Classroom Course (91.2%) in their own teaching practice. Conversely, all of the participants reported they were unfamiliar with Microsoft Teams. Accordingly, the teachers did not perceive its applicability to be as high as the Google Classroom. The qualitative findings further corroborated this and expressed the need for specific professional development programmes that include pedagogical and technological support. Overall, the teachers are strongly focussed in their professional development in order to improve their online teaching, Research limitations/implications Like other research, this too has its limitations. The sample size in this study was restricted to those who attended the Digital Educator Series training. Hence the results of this study, whilst have been enriching, and to a certain extent are supported by the current literature, the accuracy of the description may be unique to this particular group of individuals, within this particular setting. Additionally, the study only relied on self-reports from both the questionnaire and the semi-structured interviews. This study accepts that self-reports have shortcomings. Not all experiences of the courses would have been readily accessible through the teachers' conscious reflections. This makes it difficult to construct a complete picture of the experience, challenges and identify all salient factors within a particular workshop or training. Practical implications Although the adoption of teaching and learning to online platforms is undoubtedly the way to maintain continuity of learning for students, it has also unveiled glaring inequities in Sarawak. Therefore, continuous and personalised professional development needs to be provided, focussing on pedagogical and technological support. There is a need to embrace these changes as a long-term response that will develop and improve over the next few years. That response should include better infrastructure, policies for quality improvement, accessibility standards and strategic plans for continuous access in the future. This includes advocating for platforms that can fit into the core technology environment and for teachers to adopt an innovative mindset. Originality/value In light of the complex and multifaceted challenge of transitioning to online learning in Sarawak Malaysia, it was evident that the need for innovative solutions to optimize educational endeavours has become accelerated. To ensure that students are well-supported and widening participation and access to education, it is imperative that the education disruption be embraced. This starts with addressing teachers' digital literacy through a professional development programme of online reaching.
Badiozaman et al. (Sun,) studied this question.