ICT Integration Challenges Among Secondary School English Teachers in Kavre, Nepal: A Qualitative Case Study

Background and Aim: Education policies of Nepal have prioritized the integration of ICTs through internet connectivity, funding computer labs, and providing digital learning materials and tools with the aim of providing equal access to quality education (Ministry of Education, Science and Technology [MOEST], 2016). The government of Nepal supported the establishment of ICT labs in community schools in Nepal by funding computing equipment. The relevance of ICT in education became particularly noticeable during the COVID-19 pandemic, which imposed a sudden shift to virtual learning environments globally. Government efforts such as the School Sector Reform Plan (SSRP) and the ICT in Education Master Plan reflect a strategic push toward digital integration in schools. Therefore, this study explores the challenges and barriers Secondary English teachers experienced in using ICT in Kavre district of Nepal. To achieve the objective, a qualitative case-study research design was employed. In-depth interviews, classroom observation, and document analysis were the major tools used to collect the information. Materials and Method: This study uses a qualitative case study design as suggested by Merriam (1998) to collect the experiences of three teachers teaching English at different secondary schools in Kavre district, Nepal, using purposive sampling. Data were collected using three approaches: Semi structured interview, observation and document analysis. The collected data were systematically analyzed, and similar issues from the cases were identified, categorized, and organized into broader themes, aligning them with the Technology Acceptance Model (TAM), which focuses on how a user comes to accept new technology. The foundational concept of this theory is that the use of new technology by users is determined by two primary factors: PU (Perceived Usefulness) and PEU (Perceived Ease of Use). Findings: The research finds that teachers have positive attitudes toward integrating ICTs in classrooms, but they lack skills and experience in ICT use and have difficulty in handling ICT tools. Teachers lack self-efficacy in using ICT tools and emphasis the need to administration for better arrangement of appropriate training. Teachers also opined that the mismatch between the expectations of the textbook and the curriculum remains unsolved.