Lecturers' Perceptions of ICT Integration in a South African Private Higher Education Faculty of Education
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| Title: | Lecturers' Perceptions of ICT Integration in a South African Private Higher Education Faculty of Education |
|---|---|
| Language: | English |
| Authors: | Shaylen Naidoo (ORCID |
| Source: | Journal of Learning Development in Higher Education. 2026 (39). |
| Availability: | Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, College Faculty, Teacher Attitudes, Educational Technology, Technology Integration, Self Efficacy, Barriers, Private Colleges, Access to Computers, Faculty Development, Technological Literacy |
| Geographic Terms: | South Africa |
| ISSN: | 1759-667X |
| Abstract: | This study investigates lecturers' perceptions of ICT integration within a South African Faculty of Education. Employing a mixed-methods approach guided by the TPACK, TAM, and DigCompEdu frameworks, data were collected from a census of 56 academic staff. The findings reveal a complex interplay between infrastructural provision and digital inequities. While lecturers indicated high technological self-efficacy, its translation into effective practice was mediated by a misalignment between the technologies promoted and the institutional context. Key constraints included curriculum overload, variable technical support, and a critical disconnect between the chosen technologies and student accessibility. Despite these barriers, emergent peer collaboration and strategic optimism indicate a nascent shift towards transformative practice. The study concludes that for ICT integration to be effective, institutional strategy must evolve from a techno-positive provisioning model to one that prioritises contextually appropriate and accessible digital pedagogy. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1515209 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1515209 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Header | DbId: eric DbLabel: ERIC An: EJ1515209 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Lecturers' Perceptions of ICT Integration in a South African Private Higher Education Faculty of Education – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shaylen+Naidoo%22">Shaylen Naidoo</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9291-5176">0000-0001-9291-5176</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Learning+Development+in+Higher+Education%22"><i>Journal of Learning Development in Higher Education</i></searchLink>. 2026 (39). – Name: Avail Label: Availability Group: Avail Data: Association for Learning Development in Higher Education. 33 Lower Road, Salisbury, Wiltshire, SP2 9NB, UK. e-mail: admin@aldinhe.ac.uk; Web site: https://jldhe.aldinhe.ac.uk/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2026 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22College+Faculty%22">College Faculty</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Integration%22">Technology Integration</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Private+Colleges%22">Private Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Access+to+Computers%22">Access to Computers</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22South+Africa%22">South Africa</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1759-667X – Name: Abstract Label: Abstract Group: Ab Data: This study investigates lecturers' perceptions of ICT integration within a South African Faculty of Education. Employing a mixed-methods approach guided by the TPACK, TAM, and DigCompEdu frameworks, data were collected from a census of 56 academic staff. The findings reveal a complex interplay between infrastructural provision and digital inequities. While lecturers indicated high technological self-efficacy, its translation into effective practice was mediated by a misalignment between the technologies promoted and the institutional context. Key constraints included curriculum overload, variable technical support, and a critical disconnect between the chosen technologies and student accessibility. Despite these barriers, emergent peer collaboration and strategic optimism indicate a nascent shift towards transformative practice. The study concludes that for ICT integration to be effective, institutional strategy must evolve from a techno-positive provisioning model to one that prioritises contextually appropriate and accessible digital pedagogy. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2026 – Name: AN Label: Accession Number Group: ID Data: EJ1515209 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1515209 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: College Faculty Type: general – SubjectFull: Teacher Attitudes Type: general – SubjectFull: Educational Technology Type: general – SubjectFull: Technology Integration Type: general – SubjectFull: Self Efficacy Type: general – SubjectFull: Barriers Type: general – SubjectFull: Private Colleges Type: general – SubjectFull: Access to Computers Type: general – SubjectFull: Faculty Development Type: general – SubjectFull: Technological Literacy Type: general – SubjectFull: South Africa Type: general Titles: – TitleFull: Lecturers' Perceptions of ICT Integration in a South African Private Higher Education Faculty of Education Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shaylen Naidoo IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2026 Identifiers: – Type: issn-electronic Value: 1759-667X Numbering: – Type: issue Value: 39 Titles: – TitleFull: Journal of Learning Development in Higher Education Type: main |
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