Digital Teaching Under Digital Precarity: Internet Disruptions and the Professional Lives and Well-Being of Iranian International Online English Teachers

Abstract

Online English teaching has become an increasingly important form of transnational digital work, enabling teachers to connect with learners across geographical and political boundaries. However, the sustainability of online teaching depends heavily on access to stable and reliable digital infrastructure. While previous research in applied linguistics has examined online language teaching practices, limited attention has been given to how unstable internet conditions shape teachers’ professional experiences, economic security, and professional identities.

This study investigates how Iranian online English teachers experience and navigate recurring internet disruptions while teaching learners through international platforms. Employing a sequential explanatory mixed-methods design, the study first collected questionnaire data from 30 Iranian online English teachers. The questionnaire examined the frequency of internet disruptions and their perceived effects on classroom interaction, teaching effectiveness, income stability, professional confidence, and emotional well-being. In the second phase, semi-structured interviews were conducted with 10 teachers to explore their coping strategies, emotional experiences, and identity negotiations under conditions of digital uncertainty.

The participants represent highly skilled English language teachers who contribute to the economy through international online teaching and foreign currency-generating activities. Many hold high rankings on global platforms, yet internet shutdowns and restrictions have severely affected their work, income, and professional stability. Although this study included only 31 Proffesional International online English teachers, many potential participants reported losing students, stopping online teaching, or experiencing major disruptions in their lives. Therefore, policymakers should recognize this digital workforce and prioritize their internet access, especially during crises. The findings reveal that internet instability affects online teachers beyond immediate classroom interruptions. Participants reported negative consequences for teaching continuity, financial stability, emotional well-being, and perceptions of professional competence. Qualitative accounts further demonstrate that some teachers made considerable personal and financial sacrifices to maintain internet access and continue their professional activities.

Drawing on theories of digital inequality, teacher identity, and emotional labor, this study conceptualizes internet infrastructure as a fundamental condition of online teaching rather than a simple technological tool. The study contributes to research on language education and digital labor by highlighting the hidden professional challenges experienced by teachers working under conditions of digital precarity.