Background: The digitalisation of higher education has accelerated globally following the COVID-19 pandemic, and Uzbekistan's universities have been directed to adopt blended and technology-enhanced language learning environments under the "Digital Uzbekistan 2030" strategy. Aim: To examine how university English teachers in Uzbekistan integrate digital technologies into language instruction and what obstacles hinder effective integration. Methods: A qualitative case study design was used, involving classroom observations (n = 36 lessons), semi-structured interviews with 20 university English teachers from four higher education institutions in Tashkent and Samarkand, and document analysis of institutional technology policies. Data were analysed thematically. Results: Teachers used technology primarily for content delivery rather than interactive language practice; four obstacle categories were identified: infrastructural unreliability, digital literacy gaps, absence of institutional pedagogical guidance, and student device inequity. Discussion: A shift from technology-as-presentation to technology-as-interaction is needed, supported by task-based digital activity design, targeted teacher digital literacy training, and equitable device access policies.