Integration of Information Communication Technology in Education in Ugandan Secondary Schools: Prospects for Improved Academic Performance

Integrating digital tools has significantly transformed education systems, especially after the COVID-19 pandemic, leading to a paradigm shift in teaching and learning. This study examined how Information and Communication Technology (ICT) influences the academic performance of secondary school students in Uganda. A qualitative exploratory design was adopted, involving purposive interviews with 80 students. The findings reveal that despite the challenges of high digital costs, students have widely embraced ICT in learning. Online platforms enhance student engagement and help clarify abstract concepts through simulations and demonstrations. Students can share learning content with peers and teachers on virtual platforms. Moreover, ICT tools supplement classroom instruction, bridge knowledge gaps, and empower learners to develop independent study habits and personalised learning strategies. The study concludes that ICT is a transformative force in education. It recommends developing and implementing a comprehensive national policy to support Uganda’s Digital Agenda Strategy (2021–2025). It further advocates for expanded digital infrastructure in all schools and subsidies on internet access and digital devices to ensure equitable access