Enhancing ICT Integration: Addressing Teachers’ Perspectives and Institutional Challenges in Schools

Abstract

The integration of Information and Communication Technology (ICT) in education has transformed teaching and learning by introducing innovative tools for interactive, inclusive, and personalised instruction. Despite the widespread availability of ICT resources, resistance among educators to fully embrace these technologies remains a significant challenge. This study explores the factors contributing to self-imposed resistance to ICT, examines teachers’ perceptions of technology adoption, and evaluates the role of professional development in shaping attitudes and behaviours toward ICT integration. The findings reveal that resistance to ICT adoption stems not only from technical or resource-based limitations but also from deeper concerns, such as perceived inefficiency, fear of losing control in the classroom, and discomfort with rapidly evolving technologies. Although teachers recognise the potential of ICT to enhance educational outcomes, barriers such as infrastructural inadequacies, inconsistent institutional support, and insufficient professional development hinder effective integration. Furthermore, teachers expressed a strong preference for practical, hands-on training, emphasising the importance of sustained and context-specific support for successful ICT adoption. This study highlights the need for a comprehensive approach to address both external and internal barriers to ICT integration in education. Improved infrastructure, targeted professional development, and robust administrative support are essential to fostering teacher confidence and reducing resistance. These findings contribute to the growing body of research on technology adoption in education, providing actionable recommendations to support educators in leveraging ICT effectively and advancing digital transformation in schools.