| Sumario: | Background: Informal Digital Learning of English (IDLE) has become increasingly prevalent among EFL learners, yet its integration into formal instruction remains uneven. Objective: Guided by an ecological framework, this study examines the barriers that Thai EFL teachers encounter when attempting to integrate IDLE into secondary school classrooms. Methods: Qualitative data (929 coded responses) were collected from 350 secondary school EFL teachers across 55 provinces, representing all six regions of Thailand. Results: Barriers were most commonly reported at the exosystem level (40%), including limited infrastructure, exam‐oriented curricula, and heavy workloads. These constraints were accompanied by microsystem challenges (22%), such as variation in students' proficiency levels and concerns about classroom distraction, as well as mesosystem barriers (14%), including unequal access to technology at home and parental resistance. Individual‐level factors (13%), such as limited confidence and reservations about digital learning, were also reported, alongside macrosystem influences (12%) related to traditional teaching norms. Reported percentages reflect descriptive prevalence rather than barrier severity or importance. Conclusions: The findings suggest that teachers' decisions regarding IDLE integration are shaped largely by systemic and contextual conditions. Meaningful and sustainable integration may therefore depend on coordinated efforts that address institutional, curricular, and societal factors alongside targeted teacher support. Lay Summary: What is already known about this topic? ○Students around the world, including in Thailand, are increasingly learning English informally through digital means, such as videos, games, and social media (Informal Digital Learning of English or IDLE).○Research shows that linking IDLE with classroom teaching is beneficial, but teachers often face difficulties in making this connection.What does this paper add? ○Thai EFL teachers' struggle to integrate IDLE is not simply a lack of will or skill. Instead, it is a logical reaction to a system stacked against innovation.○The main barriers come from the school and policy environment: lack of reliable internet, a curriculum focused only on textbook exams, and no time for teachers to experiment.○Challenges within the classroom and community—such as students having different ability levels, not all having devices at home, and parents preferring traditional methods—further complicate integration.○Together, these interconnected factors seem to make traditional teaching the safest and easiest path.Implications for practice and policy. ○The findings suggest that simply encouraging teachers to try harder is ineffective. Meaningful change requires action at multiple levels: For School Leaders & Policymakers: Guarantee reliable internet, devices, and funded access to educational platforms; Redesign exams and standards to value digital literacy and informal learning skills; and reduce non‐teaching burdens and allow flexibility for pedagogical experimentation.For Teacher Trainers: Offer ongoing, subject‐specific coaching—not one‐time workshops—on integrating digital resources into real lessons.For Communities: Educate parents by demonstrating the educational value of IDLE and address concerns about screen time and data privacy.○Creating a classroom where formal and informal digital learning connect requires systematically dismantling these ecosystem‐wide barriers.
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