Information And Communication Technology Integration Research Articles

Perceptions and challenges of technological use in teaching among late-career teachers: a case study in Cambodia

AbstractThe COVID-19 pandemic created a huge demand in using Information and Communication Technology (ICT) in teaching and learning. Teachers are believed to be a main influencer in a student’s learning, so it is important to have a deep insight of teachers’ perceptions of ICT integration in teaching and the problems they have been facing in ICT integration. However, little has been known about these aspects, especially regarding late-career teachers in Cambodia. This study investigated late-career teachers' perceptions and barriers to incorporating technology into teaching practices at an urban high school to shed light on possible solutions and appropriate methods to encourage the use of ICT in teaching. Six late-career teachers teaching various subjects at a public high school located in the capital city of Cambodia served as the interview sample. The outcome indicates that the general view and sentiment of late-career teachers toward the use of ICT were positive. Late-career teachers’ use of ICT in teaching were found to be hindered by first-order, second-order, and third-order barriers. Recognizing the limited sample, suggestions to encourage ICT use are offered.

Influential academic factors in the integration of ICT in higher education after the COVID-19 pandemic

The emergence of the COVID-19 pandemic led to the need to move educational processes to virtual environments and increase the use of digital tools for different teaching uses. This led to a change in the habits of using information and communication technologies (ICT), especially in higher education. This work analyzes the impact of the COVID-19 pandemic on the frequency of use of different ICT tools in a sample of 950 Latin American university professors while focusing on the area of knowledge of the participating professors. To this end, a validated questionnaire has been used, the responses of which have been statistically analyzed. As a result, it has been proven that participants give high ratings to ICT but show insufficient digital competences for its use. The use of ICT tools has increased in all areas after the pandemic but in a diverse way. Differences have been identified in the areas of knowledge regarding the use of ICT for different uses before the pandemic. In this sense, the results suggest that Humanities professors are the ones who least use ICT for didactic purposes. On the other hand, after the pandemic, the use of ICT for communication purposes has been homogenized among the different knowledge areas.

Usage of Information technology for the success of managing various stages of the COVID-19 pandemic

This study explores the crucial role of Information and Communication Technology (ICT) in managing the COVID-19 pandemic, focusing on its impact on surveillance, contact tracing, patient monitoring, telemedicine, artificial intelligence (AI), vaccination logistics, communication, and public education. ICT has facilitated the collection and analysis of real-time data, enabling authorities to make informed decisions about containment strategies. Digital contact tracing systems have been instrumental in limiting the virus's spread, while remote patient monitoring and telemedicine have allowed healthcare services to continue with minimal transmission risk. AI and machine learning have enhanced the speed and accuracy of COVID-19 diagnosis, and ICT has streamlined vaccine distribution and monitoring to ensure equitable access. Additionally, online platforms have played a key role in public education, fostering collaboration among researchers and promoting interdisciplinary research efforts. The study emphasizes that the continued integration of ICT into healthcare systems is critical for addressing future global health crises. However, policymakers must invest in ICT infrastructure, bridge the digital divide, and ensure that marginalized populations have equitable access to these technologies. The findings highlight the importance of ongoing ICT development to improve healthcare outcomes in future pandemics and suggest that collaboration across sectors is essential for maximizing the potential of these digital tools. Ultimately, ICT has been pivotal in the effective management of the COVID-19 pandemic and will be vital in future crisis preparedness.

A Risk Identification Method for Ensuring AI-Integrated System Safety for Remotely Controlled Ships with Onboard Seafarers

The maritime sector is increasingly integrating Information and Communication Technology (ICT) and Artificial Intelligence (AI) technologies to enhance safety, environmental protection, and operational efficiency. With the introduction of the MASS Code by the International Maritime Organization (IMO), which regulates Maritime Autonomous Surface Ships (MASS), ensuring the safety of AI-integrated systems on these vessels has become critical. To achieve safe navigation, it is essential to identify potential risks during the system planning stage and design systems that can effectively address these risks. This paper proposes RA4MAIS (Risk Assessment for Maritime Artificial Intelligence Safety), a risk identification method specifically useful for developing AI-integrated maritime systems. RA4MAIS employs a systematic approach to uncover potential risks by considering internal system failures, human interactions, environmental conditions, AI-specific characteristics, and data quality issues. The method provides structured guidance to identify unknown risk situations and supports the development of safety requirements that guide system design and implementation. A case study on an Electronic Chart Display and Information System (ECDIS) with an AI-integrated collision avoidance function demonstrates the applicability of RA4MAIS, highlighting its effectiveness in identifying specific risks related to AI performance and reliability. The proposed method offers a foundational step towards enhancing the safety of software systems, contributing to the safe operation of autonomous ships.

Prospects and Challenges to ICT Adoption in Teaching and Learning at Rural South African Universities: A Systematic Review

This study aimed to systematically review the prospects and challenges associated with adopting Information and Communication Technology (ICT) in teaching and learning at rural universities in South Africa. To achieve this aim, a systematic review methodology was employed. The systematic review findings revealed a multifaceted landscape wherein opportunities for enhancing education through ICT exist alongside significant challenges. Prospects include the potential for technology to bridge educational gaps, increase accessibility, and provide innovative learning experiences. However, challenges such as inadequate infrastructure, limited connectivity, and varying levels of digital literacy pose significant impediments. The study emphasizes the need for targeted interventions to address these challenges, including infrastructure development, capacity building, and localized content creation. Additionally, recommendations for flexible learning models and collaborative partnerships are outlined to facilitate effective ICT adoption in the unique context of rural South African universities. Continuous research and evaluation are advocated to inform future strategies and ensure sustainable improvements in rural education through ICT integration.

THE IMPORTANCE OF TEACHING NATURAL SCIENCES WITH THE HELP OF INFORMATION AND COMMUNICATION TECHNOLOGIES

In today's digital age, integrating Information and Communication Technologies (ICT) in natural sciences education has become essential for fostering scientific literacy, enhancing student engagement, and preparing learners for a technology-driven world. This article explores the multifaceted benefits of ICT in teaching natural sciences, focusing on its role in improving conceptual understanding, promoting interactive learning experiences, and supporting data-driven research skills. By leveraging tools such as simulations, interactive models, and virtual labs, educators can create dynamic environments that encourage critical thinking and practical application of scientific theories. Additionally, ICT facilitates personalized learning by adapting to individual student needs and learning styles, thereby supporting differentiated instruction. This article discusses the challenges and strategies in implementing ICT effectively in natural science classrooms and offers insights into future trends in technology-enhanced science education. Emphasizing the importance of teacher training, infrastructure support, and curriculum alignment, the article argues that ICT is a supplementary tool and a transformative force in modern science education.

Challenges of ICT Integration in Social Work Practicums in African Higher Education: A Systematic Review

This systematic review explores the role of Information and Communication Technology (ICT) in enhancing social work practicums within higher learning institutions across developing African nations. Key challenges identified include the absence of clear institutional policies for ICT integration, insufficient funding for welfare organizations, particularly from the South African Department of Social Development, and unreliable internet access in rural regions. Additionally, the lack of clarity within the Department of Education’s policy framework regarding appropriate technologies for educational curricula hinders students’ practical experiences. Using the PRISMA methodology, this review analyzed 65 peer-reviewed articles selected from an initial retrieval of 320 sources from databases such as Google Scholar, Taylor & Francis, Scopus, ScienceDirect, and ResearchGate. The inclusion and exclusion criteria ensured relevance to the topic of ICT challenges in social work education. The findings highlight a pressing need for revised policies and the introduction of new legislation to address the technological barriers that limit social work students’ access to essential resources like Wi-Fi, digital infrastructure, and institutional support. These challenges are particularly acute in South Africa, Zimbabwe, and Mozambique, where limited technological infrastructure and financial constraints impede progress. Nonetheless, the development of Continuing Professional Development (CPD) guidelines, the introduction of affordable technologies, and the establishment of a robust national policy framework for ICT integration can significantly improve the quality of social work practicums, facilitating better alignment between theory and practice.

Governance In Smart Cities: Identifying And Analyzing Key Indicators Of Governance Structures

Background: Smart cities are characterized by integrating Information and Communication Technology (ICT) to address urban challenges, involving human and social capital as well as smart governance. Although there is no consensus on their definition, smart cities are generally seen as innovative projects to foster urban development through technology. However, effective governance in these cities poses significant challenges, requiring a multifaceted approach that involves collaboration between public and private sectors and civil society. This study seeks to identify key indicators for constructing effective governance frameworks in smart cities. Materials and Methods: Through a qualitative analysis of 70 articles from the ScienceDirect portal (2020-2024), this study explores the criteria and indicators of governance in smart cities. The articles were reviewed and filtered using a protocol with nine guiding questions, resulting in the extraction of 311 terms, which were then grouped into 33 indicators across five themes. These themes - Governance and Participation, Policies and Regulations, Strategies and Urban Planning, Technology and Innovation, and Indicators and Assessments - form the foundation for effective governance structures in smart cities. Results: The results highlight that governance in smart cities must be dynamic and adaptable, incorporating citizen participation, transparent public policies, open data practices, and efficient use of ICT. The findings contribute to a more comprehensive understanding of how governance structures can foster sustainability, inclusivity, and efficiency in smart urban environments. By synthesizing key governance indicators, this research provides a framework to guide the development of governance models that can support the evolving needs of smart cities. Conclusion: Effective governance in smart cities requires dynamic, adaptable structures that foster collaboration between public and private sectors and civil society. This study provides a framework to promote sustainability, inclusivity, and efficiency in smart urban environments.

Examining The Integration Of ICT Tools In English Language Teaching: Comparative Analysis Of High School Teachers' Practices In India And Vietnam

This study explores the integration of Information and Communication Technology (ICT) tools in English language teaching practices of high school teachers in India and Vietnam. A survey with chart-based responses was distributed to 60 teachers(30 from each country) from nearby districts. The research investigates howteachers utilize ICT tools, their assessment practices, and perceived effects on student engagement and learning. The findings reveal that both countries employ ICT tools, with a focus on social media platforms, language learning applications, and online dictionaries. Vietnamese teachers demonstrated a slightly higher adoption rate, particularly for virtual reality (VR) and augmented reality (AR) technologies. While paper-based assessments remain prevalent, online tools like Google Forms and online assessment platforms are gaining traction. Teachers reported positive perceptions of ICT tools, believing they enhance student engagement and learning outcomes. However, challenges were identified, including limited access to technology resources and a lack of training on effective ICT integration. This study highlights the need for further research to directly measure the impact of ICT tools on student achievement. Additionally, it emphasizes the importance of addressing teacher training needs to unlock the full potential of ICT tools and create more engaging and effective English language learning experiences for students.

The Impact of Digital Innovation on Economic Growth in Nigeria

In view of this research, we have examined the important impacts of digital innovation on the Nigerian economy, with a focus on the use of information and communication technology (ICT) in the country. In especially in the rural areas, the National Policy on Information and Communication Technology has been crucial in restoring the health of technological platforms like power and broadband networks. One of the main initiatives is the promotion of legislative changes, with additional objectives aimed at helping companies and enterprises and improving assistance for new comers. Business sectors, including agriculture, production, healthcare, and finance, have felt the effects of digital transformations, which have led to Furthermore, the article analyses the role of social connectivity, the digital divide, and the development of communities. Benefiting from a young and technologically literate population in Nigeria, the growth of the technology sector has led to significant employment opportunities. The growth of the technology sector has resulted in significant employment opportunities. However, there are still challenges that remain unsolved, and this article proposes comprehensive solutions to address these concerns, including educational programmes, public awareness campaigns, and financial vestments. We utilized relevant published data (2004–2014) from diverse, reliable databases. This review has examines the potential of digitization to propel economic growth in Nigeria. Findings suggest that it’s crucial for the government, private sector, and non-profit organisations to foster a mutually beneficial partnership to ensure the equitable distribution of these benefits throughout the country. Ensure that the benefits of digitization are distributed equally throughout the country. Keywords: Digital Innovation, Economic Growth, ICT Integration, Entrepreneurship, Startup Ecosystem, Social Connectivity, Nigeria.

Integration of ICT in the Attitudes and Knowledge of University Students

This article arises in the Ecuadorian context of Higher Education where the insertion of Information and Communication Technologies (ICT) has a considerable impact on the knowledge and attitudes of students. The purpose of the research is to analyze the integration of ICT in attitudes and knowledge in students of the Bolivar State University in the careers of Accounting and Business Administration. The methodology used in a sample of 150 students presents a quantitative research design, exploratory type, correlational scope and cross-sectional; in addition, an exploratory factor analysis, KMO sample adequacy and Bartlett’s test were used, central trend and dispersion measures, Pearson’s correlation. The results show that, despite the direct relationship between the variables, there are no statistically significant differences between knowledge and attitude, that is, the perception and understanding of ICTs between the two cohorts of students are similar. It is concluded that students have an average level of knowledge about ICT and their attitude to the use of them is indifferent.

Pedagogy 2.0: Unlocking New Horizons in Executive Education through Online Learning

The training environment today has become diverse, thanks to the use of new tools to impart knowledge to adults. The advent of new technologies in the field of education has significantly transformed this area of activity. The training offerings have changed, providing more flexibility and options for adult learners, whether they are already employed or not. Additionally, with the integration of ICT (Information and Communication Technology) in education, it has become easier to train a larger number of people simultaneously, offering each individual the training option that suits them the most. The training provided through distance education facilitated by new technologies such as the internet has evolved, introducing new roles like the tutor, a new type of trainer who supports employees in their learning. In this context, our research is based on quantitative investigation through a dedicated questionnaire for the employees of the microfinance foundation. The survey yielded the following key results: Employees perceive all banking tools as important to very important, and these tools are currently moderately mastered. However, they prioritize these tools differently. The degree of mastery of these tools varies based on each specialty. For instance, employees assigned an importance rating of 5.11 to the entire set of tools, but overall, these tools are only moderately mastered with a score of 2.88, creating a gap of 1.09 that needs to be addressed through training. Analysis of employees' statements allowed us to identify three main categories of obstacles in distance education: obstacles encountered during continuous banking practice training in terms of the quality of training content, obstacles related to materials (ICT integration), and obstacles related to motivation.

The Role of Information and Communication Technology (ICT) as a Tool for Collaboration in Transformative Teacher Education in Nigeria

This study explores the role of Information and Communication Technology (ICT) as a tool for collaboration in transformative teacher education in Nigeria. The integration of ICT in education is pivotal for modernizing teaching methodologies and enhancing the learning experience. This study investigates the current state of ICT adoption among Nigerian teachers, identifies the challenges faced in its implementation, and evaluates the potential benefits of ICT in teacher education. Utilizing a mixed-methods approach, data were collected through surveys and interviews with teachers across various institutions. The findings reveal a moderate level of ICT adoption, with significant barriers including inadequate infrastructure and lack of training. Despite these challenges, the study underscores the transformative potential of ICT in fostering innovative teaching and learning which improves educational outcomes. Recommendations are provided to enhance ICT integration, including improved infrastructure, comprehensive training programs, and supportive policy frameworks.

Virtual Reality Software: empowering tourism marketing through technology

ABSTRACT The dynamic evolution of consumer demands in the tourism sector necessitates continual adaptation and innovation in marketing strategies to counter increasing competitiveness. To address these shifts, emerging technologies play a pivotal role. This study focuses on the investigation of Information and Communication Technologies (ICTs) in shaping tourism marketing, culminating in the development of Tour View 360° software. Employing qualitative research methods, including bibliographical analysis and technological prospecting, the study identified prerequisites for the software's creation. Leveraging the Scrum framework for its adaptability, the software was meticulously designed using C# programming language with Unity 3D software. Findings reveal the early-stage adoption of interactive virtual reality technologies for promoting tourism. Nonetheless, Tour View 360° emerges as an innovative tool. The study comprehensively details the software's attributes, functionalities, interfaces, requirements, usability configurations, and final modeling, offering insights into ICT integration in enhancing tourism marketing strategies.

ICT Integration in Secondary Schools: Evaluating Ease of Use and Perceived Benefits for Effective Teaching and Learning

This research investigates the integration of Information and Communication Technology (ICT) in secondary schools, focusing on educators' perceptions of its ease of use and perceived benefits for effective teaching and learning. Utilizing a quantitative approach with a survey methodology, data was collected from 60 secondary schools across Lahore and Gujranwala districts, involving 310 secondary school educators (144 males and 166 females). A proportionate stratified sampling technique was employed, and a modified version of the QICT (Questionnaire on the Integration of ICT) was used to assess teachers' views on ICT integration. Five experts validated the instrument with a reliability coefficient of 0.789. Results indicate that ICT integration is crucial for enhancing teaching and learning in secondary schools. Teachers with ICT-related qualifications demonstrated a more significant influence on classroom ICT usage. The study found that teachers generally perceived ICT integration as easy and beneficial, noting improved teaching effectiveness and student engagement. Educators with advanced ICT skills were more effective in incorporating technology into their teaching practices. Overall, the research underscores the importance of ICT in creating dynamic and effective learning environments in secondary education.

Assessing post-Covid-19 Lebanese teachers’ attitudes towards ICT and their level of integration in the classroom in relation to their years of experience

In this technological era, the implementation of Information and Communication Technology (ICT) into the learning environment is impacted by many factors, chief among them are those related to the teachers whose experience and attitude play a key role in the proper integration of technology. This study purports to investigate the effect of teachers’ experience on their attitude towards ICT integration and their level of usage in the classroom. It used a quantitative descriptive method by adopting two surveys (Hernández-Ramos et al., 2014 and Sánchez et al., 2012) as the main instrument for data collection. The survey was administered in four English language private urban schools in Lebanon. This study shows that the teachers hold an overall positive attitude towards ICT integration in the classroom. However, no significant relationship between their attitude and years of experience is identified. While teachers demonstrate a moderate to low ICT usage, a significant negative correlation between their use of ICT in the classroom and their years of experience is evident. These findings are not consistent with the prevalent literature that tends to associate positive attitudes towards technology with higher usage of ICT in different educational settings around the world. Limitations of the study and recommendations for sustainable implementation of ICT in the classroom are provided.

Predictors of ICT Integration in Teaching: The Role of Teachers’ ICT Self-Efficacy and ICT Infrastructure

Information and Communication Technologies (ICT) have the potential to enhance teaching and learning and influence the development of students’ digital competencies. However, harnessing the potential of ICT in a way that contributes to positive student outcomes poses a challenge for many teachers. The question arises as to whether providing adequate ICT infrastructure in schools facilitates access and, therefore, the use of ICT in teaching. Additionally, it is significant to examine the role of teachers’ knowledge and beliefs in this context. Therefore, this study aimed to explore the relationship between teachers’ perception of ICT infrastructure in schools, ICT self-efficacy, and ICT integration. The study involved 590 teachers from primary and secondary schools in Serbia. By conducting multiple regression analysis, significant effects of teachers’ ICT self-efficacy and perception of available ICT equipment in schools on the use of ICT in teaching activities were obtained. ICT self-efficacy explains the criterion variable to a greater extent. The paper concludes with recommendations for future research and practice.

Exploring Algerian Teachers’ Digital Literacy under the CBA: Case of EFL Secondary School Teachers

Teachers’ digital literacy has become a sine qua non in today’s educational landscape. However, the research on this critical skill remains relatively scarce, particularly considering the growing recognition of context’s pivotal role in shaping competencies. Besides, the existing body of literature highlights a concerning deficiency in integrating Information and Communication Technology (ICT) within English as a Foreign Language (EFL) classrooms under the Competency-Based Approach (CBA). This study aims to explore EFL secondary school teachers’ digital literacy in the Algerian context, namely under the CBA. Using a mixed methods design and random clustered sampling, thirty-nine secondary school EFL teachers participated in this study. They filled out a questionnaire adapted from the DigCompEdu framework and partook in semi-structured interviews. Data analysis involved SPSS V22 for quantitative aspects and thematic analysis for qualitative insights. The results reveal a noticeable discrepancy between teachers’ overall digital literacy and their digital literacy within the CBA. This disparity is explained by the outdated curriculum which places minimal emphasis on digital competencies. Moreover, the numerous challenges that surround the CBA in the Algerian classroom undermine teachers’ development of their digital literacy. However, the study underlines the significance of project work as the optimum CBA component that motivates teachers to enhance their digital skills. Practical seminars and special digital literacy programs along with continuous updates to EFL curricula are needed to aid teachers in coping with the exponential evolution of technology within the education realm.

Integration Of Information and Communication Technologies (ICT) In the Monitoring and Management of The Prevalence of Anemia in Immediate Post-Mart Women Cared for At the Barranca Hospital – 2019

Immediate postpartum anemia is a critical condition that can seriously compromise both postpartum recovery and the long-term health of mothers. At the Barranca Hospital in 2023, this issue has been a constant concern, highlighting the need for more effective management strategies. The objectives of this study are to investigate the feasibility and effectiveness of implementing Information and Communication Technologies (ICTs) to manage postpartum anemia, with the aim of improving maternal health outcomes. A mixed-methods approach was employed, which was essential for investigating how ICTs can reduce anemia in postpartum women treated at Barranca Hospital, identifying the factors that affect their adoption and use in clinical settings. Through advanced data collection and analysis systems, ICTs enable continuous and personalized monitoring, facilitating early medical interventions tailored to each patient’s specific needs. In conclusion, the integration of ICTs in the monitoring and management of immediate postpartum anemia offers a promising strategy for improving maternal health outcomes.

Student's Perception towards ICT Use in Government and Non- Government Schools of Surkhet District

This article delves into students' perceptions of Information and Communication Technology (ICT) use in government and non-government schools in Surkhet District. The main objective of the article is to explore the perception of students towards the use of ICT in government and non-government school in Surkhet district. In this article, a mixture of article methods is used including both quantitative and qualitative approaches. All the secondary level students in 18 schools of Surkhet district was the population of the article. Among the students of 18 schools, 424 were selected as sample. Questionnaires were used as the source for the data collection. The article used the statistical tools like Regression analysis to find out the perception of the students towards ICT use in schools. Data collected from both school types revealed demographic distributions and attitudes toward ICT. Government school respondents were primarily aged 12-13, while non-government schools had more respondents across all age groups. Males were the majority in both. The regression model analyzing students' perception of ICT use displayed a moderately strong positive correlation (R = 0.610), with 37.2 percent variance explained by factors like Access to Personal Device, Digital Literacy, Access to School IT Resources, and ICT Integration in Curriculum. Constructs showed good reliability and validity, affirming measurement accuracy. Results highlighted the positive impact of examined factors on ICT use, underlining the significance of resource access, digital literacy, and curriculum integration. Non-government schools had higher mean scores in computer and internet skills, possibly due to infrastructure or resource differences. Notable disparities existed between government and non-government schools in combined school and home ICT use and confidence levels, with gender differences also noted, warranting further exploration or intervention. The article underscores the need for improving access to resources, enhancing digital literacy, and integrating ICT in curricula to positively influence students' perceptions and use of ICT.