Design Thinking Approach to Overcoming Challenges in Integrating Technology in the Classroom: A Case Study of Gbarnga School District Bong County, Liberia

Abstract

Education technology (EdTech) is increasingly recognized as a means to improve educational outcomes, yet its effective integration faces challenges in resource- constrained contexts like the Gbarnga School District in Liberia. This study investigates these challenges and proposes solutions. Through surveys and comparative analysis, perceptions of technology integration are examined, revealing nuanced opinions among educators. Findings indicate significant barriers including infrastructure limitations, inadequate teacher training, and socio-economic disparities. Notably, 46% of respondents view technology integration as highly beneficial, while 19.36% perceive it as detrimental. Recommendations include infrastructure investment, ongoing professional development, and policy advocacy. By addressing these challenges, stakeholders can create an enabling environment that leverages technology to enhance teaching and learning experiences, empowering students for success in the digital age.