Use of ICT in Education: A Faculty Perspective

Abstract Introduction: Information and Communication Technology (ICT) has transformed the landscape of modern education by fostering interactive, collaborative, and learner-centric pedagogies. Its integration has enhanced teaching effectiveness, resource accessibility, and student engagement across disciplines. Despite its advantages, the actual implementation of ICT in higher education is influenced by factors such as institutional infrastructure, digital readiness of faculty, and administrative support. Objectives and Methodology: This study aimed to assess the integration of ICT in academics, examine its accessibility and utility among faculty members, and identify the challenges faced in its effective implementation. A descriptive survey research design was adopted, and primary data was collected through a structured questionnaire which was distributed to the faculty members of different departments of the university, across academic institutions affiliated with Sardar Patel University, & through google form to collect data from across faculties across India. The Secondary data was sourced from relevant academic literature. Suitable Quantitative analysis was carried out using statistical tools to derive meaningful insights from the responses. Conclusion: The findings indicate a positive attitude among educators towards the use of ICT, with growing awareness and willingness to adopt digital tools in academic delivery. However, challenges such as limited ICT infrastructure, inadequate training, poor internet connectivity, and lack of technical support continue to hinder effective adoption. The study emphasizes the need for targeted institutional strategies—such as robust ICT infrastructure, faculty development programs, and curriculum integration—to ensure that ICT becomes a transformative force in higher education. Keywords: ICT in Education, Digital Pedagogy, Higher Education, Faculty Perception, Infrastructure Challenges, Technology Adoption, Online Teaching Tools.