Abstract
In today’s digital era, the integration of Information and Communication Technologies (ICT) into education is increasingly essential. This is vital for preparing students to meet the challenges of the modern workforce. This study investigates the experiences of English for Specific Purposes (ESP) lecturers in integrating ICT into the Economics curriculum. Its aim is to identify challenges, strategies, and opportunities for enhancing ICT integration in this context. The study employs a mixed-methods approach. It combines survey data analysis with focus group discussions to explore lecturers’ perspectives on ICT integration. The survey findings reveal a high level of confidence among lecturers in subject matter expertise and pedagogical knowledge. However, there’s a notable gap in technological proficiency. Results from the Kruskal-Wallis test indicated no statistically significant differences in teachers’ ICT competence based on their academic degrees. However, significant differences were observed in the average scores for various components of ICT competence across different levels of work experience among the survey participants. Focus group discussions highlight challenges such as limited access to ICT resources and inadequate institutional support. Additionally, they shed light on successful strategies for enhancing student engagement. These strategies include collaborative partnerships and innovative teaching methods. The study underscores the pivotal role of integrating ICT into the Economics curriculum. It emphasizes the necessity for tailored professional development programs and institutional backing to tackle identified challenges and leverage opportunities for augmenting student learning outcomes. The findings emphasize the significance of ongoing training workshops, access to up-to-date ICT tools and software, and collaborative engagements with seasoned colleagues. These aspects are crucial for facilitating the effective integration of ICT into the curriculum.
Published Version
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