ABSTRACT: This study examines the role of digital technologies in TESOL (Teaching English to Speakers of Other Languages) pedagogy and professional development in Pakistani higher education through an integrated framework combining the TPACK (Technological Pedagogical Content Knowledge) and SAMR (Substitution, Augmentation, Modification, Redefinition) models. A Flipped Classroom approach was applied in a 16-week university TESOL course for 114 language learners of intermediate level. Results show that digital integration created an interactive environment that improved communication skills. Regarding proficiency, 88% of females rated their English as average, while 30% of males and 9% of females reported low proficiency. Digital access was strong, but 96% of females reported access to campus internet only. Nearly all of them owned mobile phones. Notably, 12% of females reported below-average IT ability. Digital tools were widely used by the researchers: all students engaged with teacher-recommended platforms, and video-based learning. MOOCs had limited uptake, due to participants’ reporting access to personal mobile difficulties. Despite challenges, all students rated the flipped classroom positively and viewed the online certificate courses as beneficial for employability. Conclusively, integrating digital technologies enhances TESOL instruction, though gender-based gaps in IT and MOOC adoption highlight the need for targeted support. This research particularly contributes to Pakistani tertiary-level organizations by introducing an innovative TESOL pedagogy through the TPACK–SAMR-based flipped classroom model, emphasizing teacher professional development in digital integration, and underscoring the role of MOOCs generally and the pivotal role of digital education in improving graduate employability and inclusive learning.

KEYWORDS: TESOL, TPACK, Flip Classroom, Gender Attitudinal Differences.