Abstract
This study explores the ICT in education activity system of teachers in developing countries using the cultural-historical activity theory. We conducted in-depth interviews with 20 teachers and education policymakers from Bangladesh, Indonesia, Cambodia, and Colombia, who participated in the KLIC(Korean e-Learning Improvement Cooperation) invitational training program. Our analysis identified six key components of the activity system and examined contradictions within and between these components. The study offers valuable insights into the perspectives of teachers and education policymakers in developing countries, contributing to the understanding of ICT in education. Future research can build upon this by analyzing the interaction between the activity systems of Korean and local teachers, providing a fresh perspective on evaluating international development cooperation projects.
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