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 |
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