Institutional Context Mapping in Needs Analysis for Flipped Genre-Based Writing Pedagogy: A Qualitative Inquiry

Abstract

This study examines the institutional context that underpins English for Specific Purposes (ESP) teachers’ readiness for implementing flipped, genre-based writing instruction in Pakistani higher education institutions. Grounded in (Dijk, 2005) Four Levels of Digital Divide: motivational, material, skills, and usage, it employs a qualitative exploratory-descriptive study design to map institutional access, infrastructure, and support structures across twelve universities. Data was collected through an open-ended questionnaire from ESP teachers. Deductive and inductive thematic analysis (Braun & Clarke, 2006) was conducted. Seven key dimensions emerged inductively through thematic analysis: technology infrastructure, policy support, professional development, administrative encouragement, curriculum flexibility, peer collaboration, teacher motivation and initiative. Findings reveal varied levels of institutional preparedness, with significant disparities in professional development opportunities, infrastructural support, and policy orientation towards blended or flipped learning. While some universities show promise in fostering teacher motivation and informal peer support, a lack of contextualised training and integrated digital policy limits the effective adoption of flipped genre-based pedagogy. The study highlights the importance of aligning institutional readiness with teachers’ pedagogical and digital needs and offers recommendations for targeted teacher training, policy formulation, and resource allocation to bridge the digital divide in ESP writing instruction.