Abstract: This phenomenological study aimed to describe the struggles made by digital immigrant educators in navigating modern technology with a focus on contributing to the fourth Sustainable Development Goal: Quality Education. The study utilized a qualitative research design using a phenomenological approach, with 17 secondary educators selected through a purposive sampling tool. The results revealed that the struggles of digital immigrants in navigating modern technology are associated with themes such as Issues in Technological Tool Utilization, Impediments in Technology Integration, and Engagement Issues in the Learning Environment. Moreover, the study revealed how teachers cope with their struggles along with their experiences with the themes: Adaptive Practices, Seeking Support, E-learning, and Self-Tailoring Strategies. Furthermore, the digital immigrants’ insights about the evolving technology showed the following themes: Rapid Emerging Technology, Work Efficiency, and Technological Adaptability in Learning. The analyzed findings of this study unveiled the different experiences of digital immigrant educators with technology and how they cope. Hence, this study contributed significant knowledge not only to stakeholders and administrations but also to future researchers. Article visualizations
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