Title: Examining factors that impede effective implementation of ICT-based curriculum in Namibian primary schools

Authors: Lukas Mbwalala Shilongo

Addresses: International Centre for Teacher Education, East China Normal University (Minhang Campus), Minhang District, Shanghai, China

Abstract: The implementation of an ICT-based curriculum in schools has received both favour and criticism on a global scale. Namibia has also been compelled to create and include an ICT-based curriculum in its educational systems due to the global demand for digital literacy. This qualitative study sought to investigate the barriers to the effective implementation of an ICT-based curriculum in Namibian primary schools in the Otjozondjupa region. A purposive sampling technique was used to select eight principals and 16 ICT-based curriculum teachers from eight primary schools. Structured questionnaires and semi-structured interviews were used to solicit data from the samples, respectively. The study's findings showed that the effective implementation of ICT-based curriculum is hindered by a lack of ICT infrastructure, resources, internet connectivity and electrification, technical support, professional teacher training, and proficiency in ICT-based curriculum. Based on the findings, suggestions were also made for teachers to get comprehensive pre- and in-service training.

Keywords: effective; barriers; ICT-based curriculum; implementation; TPACK and TAM.

DOI: 10.1504/IJSMARTTL.2023.136912

International Journal of Smart Technology and Learning, 2023 Vol.3 No.3/4, pp.250 - 270

Received: 26 May 2023
Accepted: 10 Jul 2023
Published online: 28 Feb 2024 *

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