Factors Affecting School Teacher’s Knowledge, Attitude and Integration of ICT in Education in Mogadishu, Somalia

Factors Affecting School Teacher’s Knowledge, Attitude and Integration of ICT in Education in Mogadishu, Somalia | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Factors Affecting School Teacher’s Knowledge, Attitude and Integration of ICT in Education in Mogadishu, Somalia Abdullahi Salad Abdi, Ibrahim Abubakar Abdi This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-6096621/v1 This work is licensed under a CC BY 4.0 License Status: Posted Version 1 posted You are reading this latest preprint version Abstract Purpose: This study examines the factors influencing teachers' knowledge, attitudes, and integration of ICT in education in Mogadishu, Somalia. Methodology: A descriptive research design was used, targeting local school teachers through a cross-sectional approach. A sample size of 256 was calculated using Cochran’s formula, with data collected via closed-ended questionnaires and analyzed using SPSS. Findings: The study found that most teachers rated their ICT experience positively, with 36.3% describing it as “good.” Personal interest was the most significant factor influencing attitudes towards ICT (50.0%), followed by student engagement (22.3%). However, 62.9% of teachers reported rarely integrating ICT into their teaching. Conclusion: While perceptions of ICT are positive, barriers like resource shortages and insufficient training hinder effective integration. Recommendations include creating a unified ICT syllabus and enhancing support systems. Limitations: Challenges included time constraints, a lack of prior research in Somalia, and cultural sensitivity issues. Technical Communication Special Education Information Retrieval and Management School Counseling teachers’ knowledge attitudes and integration of ICT in education in Mogadishu Somalia 1. Introduction In general, the knowledge, attitudes, and integration of technology in education are viewed as important strategies for increasing the effectiveness of the teaching-learning process. Teachers are encouraged to integrate technology into their instructional practices, as ICT is believed to have the potential to revolutionize an outmoded educational system(Aczel, Peake, and Hardy 2008 ). As technology becomes an increasingly important part of our lives, ICT integration in the field of education is inevitable (Hew and Brush 2007). Studying the factors that impact teachers' views on and use of information and communication technology (ICT) in education is an important area of research that illuminates the opportunities and challenges related to adopting technology in the educational setting. (Ertmer 2005 ) has emphasized the significance of teachers' beliefs and attitudes as crucial factors influencing their readiness to incorporate ICT into their teaching methods. Elements such as teachers' perceived self-confidence, attitudes toward technology, and convictions about the advantages of ICT in education significantly influence their efforts to integrate technology. Furthermore, (Teo 2009a ) conducted research on external elements such as institutional backing, resource accessibility, and opportunities for professional growth, all of which play a vital role in shaping teachers' perspectives on integrating ICT. It is imperative to have sufficient support systems and training initiatives to empower teachers to utilize technology effectively in their teaching environments. The technology adoption model (TAM), which asserts that perceived utility and simplicity of use are important elements influencing people's acceptance and use of technology, has been the subject of research by (Davis 1989 ) Teachers' views toward ICT integration can be better understood by applying this paradigm to the educational setting. Researchers hope to gain a better understanding of how to improve teachers' attitudes toward ICT and encourage effective integration strategies that use digital technology to improve educational results by examining at these characteristics and how they interact. ICT is increasingly important in our daily lives and in our learning system. There is an increasing need for educational centers to use ICT to clarify the skills and information that students essential for the digital age. The acceptance and integration of ICT into coaching and culture environments provides more chances for instructors and pupils to effort better in the globalized digital age. ICTs can play a progressively significant role in education especially in the schoolroom, management and online teaching or other. The ability of ICT to improve quality of teaching and learning in the classroom is highly desirable for teachers and pupils. The purpose of this study is to identify the factors that may influence teachers’ decision to adopt and integrate ICT in teaching and learning processes. This study is chosen because of the strategic importance of ICT in education in general, particularly its great potential, to transform the ways in which teaching is carried out in the classroom (Lawrence and Tar 2018 ). In Africa, ICT, also known as information and communication technology, is increasingly essential in both educational institutions and our daily lives for training and culture processes. Teachers who play a crucial role in education, have encountered various challenges in their endeavors to increase quality, efficiency, and accessibility. Despite their significant role, their attitudes have not been scientifically scrutinized to assess its impact. The study employed quantitative research methods and a descriptive survey approach. Structured questionnaires were used to collect data from 475 instructors at Kenyan University via a stratified random sampling technique (Bariu and Chun 2022), and the Statistical Package for Social Science was used to analyze quantitative data via informative, factorization, inductive, ANOVA, and regression. (Kennedy 2023 ) discusses how innovation in education not only transforms teaching but also impacts learning structures. Today's students require educators to incorporate ICTs into academic activities, preparing them for the demands of the twenty-first century. This approach fosters student engagement and enhances their learning experience. Integrating ICT into teachers' training programs is essential as it improves program quality and encourages preservice teachers to utilize ICT. The study was carried out at the College of Education, which is the premier teacher training institution in Liberia. The data analysis in the study involved both descriptive statistics and thematic approaches. The findings of the study highlighted significant obstacles to integrating ICT into teachers' education, including the absence of ICT infrastructure and equipment such as computers, institutional internet access, and projectors, as well as insufficient support for teachers, limited experience in teaching with ICT, and inadequate ICT training. Consequently, it is crucial for teacher training programs and institutions to be well-equipped with ICT infrastructure to empower teachers to utilize ICT effectively in their training. The study also suggested that ICT should be included as a core subject in the curriculum of teachers' colleges in Liberia, given its importance in realizing Liberia's vision for 2030. I looked at how the application of technology resources in secondary educational institutions might change instruction in (Molotsi 2022 ) Despite the fact that schools offered instructors a variety of ICT resources, the results made it evident that these resources were not being used to their full potential. The results of the semi structured interviews demonstrate an abundance of ICT resources that may have been used to change the way information is delivered. A rich technological background is not a requirement for teaching using ICT devices; thus, teachers should feel comfortable incorporating accessible ICT materials into their courses. In brief, teachers who are knowledgeable about ICT resources can be empowered to use even the most basic equipment to accomplish learning objectives, which means that they do not always need the most up-to-date devices and resources. by South Africa's (Africa and Africa 2020 ) Currently, one of the agencies in the country actively utilizing ICT to guarantee that Gauteng has efficient educational institutions and schools is the Dept. of Basic Education (GDBE) in Gauteng. The introduction of ICT into South African schools is crucial to providing Gauteng students with high-quality education that satisfies national standards and is capable of being internationally benchmarked, particularly as the fourth industrial age approaches. The improved quality of schooling in South Africa is a result of pupils having universal and easy access to instructional materials. By (Hasan, Nurfianti, and Fujiana 2023) Teacher Trainees’ Information Communication Technology (ICT) competencies influence the application of educational technologies in teaching and learning. ICT has a significant effect on the changing scenario of education. This is a necessity for student teachers. The purpose of this study was to assess primary teacher education (PTE) trainees’ preparation for the integration of ICT into their pedagogical practices in Uganda. The objectives of this study were to assess PTE trainees’ ICT competencies for ICT integration in their pedagogical practices, to explore the quality of ICT Infrastructure in PTE for trainees’ preparation in ICT integration in their pedagogical practices, and to determine the instructional modes used by tutors in preparation of PTE trainees for ICT integration in their pedagogical practices. In Somalia studies by (Mohamed and Hassan 2023), the researchers used the UTAUT model to inspect the determinants of digital utilization in Mogadishu schools. Our nation’s secondary schools do not use modern technology through instruction; it is not part of the skills that students are educated with, although it is a secondary subject. Computers are not used in schools for teaching and learning activities, but rather for small administrative tasks. The use of electronic devices in instructing, educating, and administering educational institutions requires the growth of new skills, attitudes, and tutorial techniques, similar to any other innovation. Further research might be conducted to observe the use of technology in other parts of the country, as this study is limited to Mogadishu city and has limitations. (Ali et al. 2024 ) reported the importance of information and communication technology (ICT) in the educational system in Somalia is crucial given the country's unique challenges and opportunities in the field of education. Somalia, like many other developing countries, stands to benefit from the integration of ICT into its educational practices to enhance learning outcomes, improve access to quality education, and foster innovation in teaching methodologies. In Somalia, the integration of information and communication technology (ICT) in education represents an important opportunity for teaching and learning practice programs. However, the successful implementation of ICT effectively significantly affects the attitudes and readiness of teachers to embrace these technological tools within the educational landscape. The aim of this research is to determine knowledge and attitudes toward Somali teachers’ integration into ICT programs. By investigating the complexities surrounding teachers' perceptions, competencies, and institutional support structures, this research seeks to identify the barriers and facilitators that shape the integration of ICT in education. Through a comprehensive analysis of these factors, this study aims to provide valuable insights for policymakers, educators, and stakeholders to develop targeted strategies that can promote a more conducive environment for leveraging ICT tools in the Somali education system. The general objective was to identify factors affecting school teachers’ knowledge, attitudes and integration of ICT in education in Mogadishu, Somalia. 2. Literature Review Teachers’ attitudes toward ICT in educational centers significantly influence the successful integration and use of technology in teaching and learning. In every TVET institution, it is essential to be well-prepared for implementing a curriculum in online distance teaching and learning, which requires the collaboration of all stakeholders. A study conducted by (Rika Widianita 2023 ) focused on the preparedness of 244 national technical and vocational education institutions in Kenya for implementing an online distance curriculum. The effectiveness of curriculum implementation depends on the presence of ICT infrastructure, training for ICT users, suitable teaching materials, and financial support. Additionally, knowledgeable and skilled individuals are crucial for successful implementation. The study revealed limited access to both hardware and software, insufficient training for trainers, and inadequate support and supervision from stakeholders. 2.1 The role of teachers in understanding digital education Understanding digital education is crucial for teachers as they navigate the ever-evolving landscape of technology in the classroom. Research on the role of teachers in comprehending digital education emphasizes the importance of their knowledge, skills, and attitudes toward integrating technology effectively into teaching practices. The following are key insights from recent studies: 2.1.1 Digital literacy and competence (Falloon 2020 ) emphasize the importance of broadening teacher education students' comprehension of the skills necessary to effectively, securely, and morally operate in varied and ever more digitally-influenced settings. It emphasizes the importance of this in terms of their future roles in the classroom, teaching youth to develop the skills needed to use digital resources and information effectively, safely, securely, and sustainably. A teacher digital competence framework is being introduced to help with this, with teacher educators playing a key role in implementing it through modeling and intentional planning and teaching. It also indicates that all faculty members are responsible for implementing the framework, and they must possess a thorough understanding of its purpose, extent, and content. It is anticipated that the TDC framework will serve as a central point for revising policies and facilitating discussions among faculty, leading to better preparation of future teachers for classrooms. 2.1.2 Professional development Continuous professional development plays a vital role in enhancing teachers' understanding of digital education. Research indicates that targeted training programs and workshops can improve teachers' confidence and competence in use of digital tools for instruction (Ertmer et al. 2012 ). Research has clearly revealed the integration and use of ICT in teaching and learning aims to transform teaching from traditional to learner cantered. Practice in the field has reveals that the use of internet-based technologies was focused mainly on searching for and downloading educational material, whereas web-based and video conferencing skills, which also require the internet to enhance remote learning, have rarely been practiced. The study concludes that in-service training opportunities rendered by all teachers' colleges consolidate instructors’ ICT teaching skills are needed: ICT facilities, devices, internet services and infrastructures enhance competence, confidence and experience (Machumu et al. 2022 ) 2.2 Teachers’ attitudes toward ICT in educational systems Teachers’ attitudes to ICT in educational programs significantly influence successful integration and use of technology in teaching and learning. Research on teachers' attitudes towards ICT sheds light on the factors that shape their perceptions, beliefs, and practices regarding technology integration. The following are key insights from recent studies: 2.2.1 Attitudinal Factors: Teachers' attitudes toward ICT encompass their beliefs, confidence, motivation, and willingness to use technology in educational settings. Research suggests that positive attitudes toward ICT are associated with increased technology integration and improved student outcomes (Albirini 2006 ). 2.2.2 Perceived Benefits Teachers' perceptions of the benefits of ICT play a central role in influencing their attitudes toward technological skill integration. Training sessions emphasize the importance of teachers recognizing the benefits of ICT in enhancing teaching effectiveness, involving students, and enabling customized learning to adopt technology in their classrooms. (Ertmer 2005 ). 2.2.3 Barriers and challenges Negative attitudes towards ICT may stem from perceived barriers and challenges such as lack of training, limited resources, time constraints, and resistance to change. Research indicates that addressing these barriers through professional development and support can help improve teachers' attitudes toward technology integration (Lawrence and Tar 2018 ) (Teo 2009b ) 2.2.4 Professional development Ongoing professional development programs tailored to teachers' needs and skill levels are essential for fostering positive attitudes towards ICT. Studies have shown that targeted training and support can increase teachers' confidence, competence, and enthusiasm for integrating technology in their instructional practices (Pelgrum 2001 ). 2.2.5 Impact on teaching practices Schools under the catalytic integration model were engaging in a reengineering approach in adopting ICT in their schools. In the change process, teachers learn new technological skills and applications, and explore new pedagogical approaches to the planning and delivery of content knowledge within a new context. This challenged teachers to rethink their personal attitudes, beliefs and values about their roles as educators. For a few teachers, this may have led them to reconceptualize their understanding of schooling and society. This development also required the principal to have a clear direction. When the school culture favored student empowerment, as shown in the example of the schools under the cultural innovation model, the impact and magnitude of change was profound Allan (Yuen, Law, and Wong 2003 ). 2.3 Teachers’ integration of ICT in educational systems The integration of information and communication technology (ICT) in educational systems is a complex process that heavily relies on the active involvement and proficiency of teachers. Research on teachers' integration of ICT in educational systems sheds light on the challenges, strategies, and impacts of incorporating technology into teaching practices. The key findings from recent studies as are follows: 2.3.1. Barriers to Integration Research has identified various barriers that hinder teachers' effective integration of ICT in educational systems, including inadequate training, limited access to technology resources, time constraints, and resistance to change (Ertmer 1999 ). 2.3.2. Pedagogical Approaches In the researcher of (Park, Licon, and Sleipness 2022), the current study aimed to explore and describe modern ESD methods in the design and planning fields, analyze teaching styles, and integrate these methods with teaching styles to develop a framework. Furthermore, we recognize a range of challenges and encounters in educating about sustainability. The results of the research indicate that the use ESD methods is advantageous for designing and planning students, although it demands deliberate effort and adaptability from both teachers and students. Teachers play a crucial role in effectively incorporating ESD methods into curriculum and course materials through their duties. 2.3.3. Impact on student learning The integration of ICT by teachers has a significant effect on student learning outcomes. Studies indicate that well-planned and effectively implemented ICT integration can enhance student engagement, motivation, and academic achievement across various subject areas (Becker 2000 ). 2.3.4. Support Systems This study revealed that basic schoolteachers generally had a positive attitude toward the use of technology in the classroom. They also consider technology to be promising to their pupils. The teachers acknowledged how beneficial the implementation and use of technology in classrooms could be in enhancing their teaching performance. Additionally, most teachers suggest that limited resources and skills training could impede the effective use of technology in the classroom (Teachers ’ Perceptions About the Use of Technology in the 2020). The utilization of ICT for teaching purposes to increase the quality of education appears to be a crucial issue for teachers in Tanzania. From my perspective, there is scarce evidence demonstrating the effectiveness of using ICT as an educational tool in schools. The lack of clear ICT educational strategies to enhance teachers' pedagogical skills further exacerbates this issue. Educational policy makers must carefully consider input from various educational stakeholders to develop effective strategies for improving educational practices. Nevertheless, teachers must take their own actions toward the use of digital learning tools to improve the teaching and learning process as well as their professional growth. A thorough examination is needed to explore the significance of using ICT as a teaching tool. This investigation should focus on teachers' attitudes, confidence, motivation, emotions, thoughts, beliefs, and classroom practices with larger samples. Given this context, I believe it is crucial to delve deeper into the issue. (Ndibalema 2014 ) According to the research results, it can be inferred that teachers have a favorable view of incorporating ICT in teaching and learning after COVID-19, and this view is strongly impacted by their age, gender, education level, and teaching background. Research shows that elderly educators often have a favorable attitude toward incorporating ICT into their teaching methods, possibly because they view ICT as a chance to increase their teaching ability and stay relevant in their field. Women teachers have a better attitude toward incorporating ICT in the classroom, possibly because they are more comfortable with technology, especially computers and mobile devices. Their teaching style often prioritizes students and collaboration, causing them to see technology as a way to enhance learning results, student involvement, and critical thinking skills. The results of the study show that teachers who have more education and teaching experience hold a more favorable attitude towards using ICT in their teaching practices. This may be due to their enhanced understanding and increased awareness of the advantages of technology in education. Furthermore, seasoned educators are more likely to adopt a more receptive and adaptable attitude toward innovative teaching approaches such as ICT incorporation following the COVID-19 crisis. The research indicates that teachers have access to a limited range of ICT tools, including computers, social media, and online assessment tools. This indicates that teachers must investigate and make use of a variety of ICT tools to improve educational results.(Omotunde 2023 ) 2.4 Knowledge Gaps for the Topic Limited research has been conducted on the long-term impacts of ICT training and its integration into teaching methods and student performance. Investigating how teachers' attitudes and knowledge develop over time with ongoing ICT training could yield important insights for enhancing educational strategies (Kirkpatrick and Kirckpatrick 2017 ). is a lack of comprehensive knowledge regarding the impact of cultural factors on teachers' perspectives about ICT. Further investigation is necessary to examine the socio-cultural influences that could impact the adoption and use of technology in educational environments in Somalia (Koşan 2020 ). Even though the study highlights resource shortages as a challenge, it fails to offer a thorough examination of how different levels of infrastructure, such as access to the internet and availability of hardware, influence ICT integration across various school types (Zhang et al. 2004). The impact of student engagement on shaping teachers' attitudes toward ICT integration requires more research. Studies could examine how student feedback and participation in technology utilization influence educators' readiness to adopt ICT in their teaching practices (Fredricks, Blumenfeld, and Paris 2004). More research is needed to assess the effectiveness of targeted professional development programs designed to improve ICT integration among educators. Identifying the most effective methods could guide future training efforts (Desimone 2009 ). 2.5 Research framework This section seeks to explore definitions found in earlier studies and emphasize the methodologies utilized in this field of research. Consequently, the article starts by analyzing novel concepts and contributions. Developed by the researchers (2024) 3. Methodology This study has a descriptive research design to describe the factors affecting school teachers’ knowledge, attitudes and integration of ICT in education in Mogadishu, Somalia. A cross-sectional of the population was collected from a cross - sectional population at that specific time in the Banadir region of Mogadishu city, which is geographically situated in southeastern Somalia. The target population was only teachers who are teaching schools in Mogadishu. Since the total number of the target population is unknown and assumed to be large, we find that Cochran’s formula, is the best formula for calculating the sample size. Owning to the lack of time and the busy schedule, the research agreement could manage only two-thirds of our sample size, which was 256; thus 256 researchers composed our sample size. The data were collected via questionnaires with closed ended questions. The questionnaire was written in English, and the researcher asked the respondents in the Somali language to complete the questionnaire. Any questionnaire that was not complete was invalid. The data were analyzed via [ SPSS] to ensure that the analysis was easy appropriate and comfortable. The data were then presented in a table to facilitate easy understanding of the contents for the readers. 4. Results and Discussion 4.1. Section one: Sociodemographic analysis of the respondents Gender Scale Frequency Percent Valid Male 202 78.9% Female 54 21.1% Total 256 100.00 Age Valid Scale Frequency Percent 20–30 years 149 58.2 31–40 75 29.3 > 40 32 12.5 Total 256 100.0 Marital Status Valid Scale Frequency Percent Single 88 34.4 Married 113 44.1 Divorced 53 20.7 Widow 2 0.8 Total 256 100.0 Educational Background Valid Scale Frequency Percent Secondary 0.00 0.00 Diploma 23 9.00 Bachelor 218 85.1 Master’s 15 5.9 PhD 0.00 0.00 Total 256 100.0 Experience in Education Valid Scale Frequency Percent Less than 5 yrs 72 28.1 5–10 yrs 105 41.0 11–20 yrs 54 21.1 20> 25 9.8 Total 256 100.0 Subject Area Valid Scale Frequency Percent Science and Technology 77 30.0 Literature 56 22.0 Arts 53 20.7 Math 30 11.7 Religion 40 15.6 Total 256 100.0 Prepared by the authors (2024) in the above table (Table 1), the sociodemographic results are summarized. majority of the teachers were male 202 (78.9%), whereas 54 (21.1%) were female. The majority (58.2%) of the respondents were between (20) and (30) years of age, whereas the minority (12.5%) were (> 41) years of age. In terms of marital status 113 (44.1%), of the respondents were married, and 88 (34.4%) were single. The above figure shows that (85.1%) of the teachers had bachelor’s degree; few (9.0%) of the teachers had diplomas and (0.00%) didn’t see the study by someone with a PhD or high school. The majority (41.0%) of the respondents had between (5 and 10) years of experience in the educational system, whereas the minority (9.8%) had (> 21) years of experience in the educational system. The study revealed that 77 (30.0%) the respondents were science and technology teachers, 56 (22.0%) were literature teachers, and 30 (11.7%) were math teachers 4.2. Section Two: Knowledge Toward ICT How about your rate related on ICT? Scale Frequency Percent Valid Very good 85 33.2 Good 93 36.3 Not bad 52 20.3 Bad 26 10.2 Total 256 100.0 What ICT in your school/organization uses? Valid Scale Frequency Percent Smart whiteboard 3 1.2 Computer or tablet 56 21.9 Educational software 6 2.3 Nothing 178 69.5 Other 13 5.1 Total 256 100.0 How do you access the ICT lab? Valid Scale Frequency Precent Scheduled class sessions 23 9.0 Drop-in access 56 21.9 Appointments with teachers 13 5.1 Other 164 64.0 Total 256 100.0 Prepared by the authors (2024) Overall rating of ICT: A significant portion of the respondents rated experience with ICT positively, with 36.3% reporting that it was “good” and 33.2% rating it as “very good”, whereas few respondents rated it as “bad”. Use of ICT Resources: Most respondents reacted with “nothing” (69.5%), whereas 21.9% used computers or tablets. This indicates a critical lack of available technology in schools. With respect to access to the ICT Lab 21.9% (56 respondents) of the respondents reacted to “drop in access”, whereas 9.0% (23 respondents) of the respondents reacted to “scheduled class sessions”. Few respondents reacted with Teachers: 5.1% (13 respondents), and most respondents reacted with “other options”. 64.0% (164 respondents). 4.3. Section Three: Attitudes Toward ICTs What factors influence your attitude toward technology integration? Valid Scale Frequency Percent Training and Professional Development 36 14.0 Access to Technology Resources 24 9.4 Support from School Leadership 11 4.3 Curriculum Requirements 0 0.0 Personal Interest 128 50.0 Student Engagement 57 22.3 Total 256 100.0 Please try to indicate your level of agreement on the following. Valid Scale Frequency Percent ICT makes easy teaching and learning procedures. 87 34.0 When I use ICT during teaching, I feel comfortable. 19 7.4 ICT makes teaching attractive one. 65 25.4 I hope students benefit from ICT combination. 85 33.2 Total 256 100.0 The use of smart technology in Somali schools has good impact in all levels of the community. Valid Scale Frequency percent Strongly agree 172 67.2 Agree 84 32.8 Disagree 0.0 0.0 Strongly disagree 0.0 0.0 Total 256 100.0 Prepared by the authors (2024) Factors influencing attitudes toward technology integration: The most influential affecting attitudes was personal interest, with 50.0% of the respondents selecting this option. Other notable factors included student engagement (22.3%) and training and professional development (12.0%). Access to technology resources and support from school leadership were less influential, highlighting potential areas for development in training and support structures. Perception of ICT in teaching: Most respondents had mixed feelings about the effectiveness of ICT in teaching. A total of 34.0% agreed that ICT makes teaching and learning easier, whereas 7.4% felt comfortable using ICT during teaching. A substantial 33.2% hoped that students would benefit from ICT, indicating its potential value despite challenges. Community Impact of Smart Technology: There was a consensus on the positive impact of smart technology in Somali schools, with 67.2% strongly agreeing and 32.8% agreeing that it positively affects all levels of the community. 4.4. Section four: Integration Toward on ICT Have you participated in any professional improvement related to Management Information System in the last two years? Valid Scale Frequency Percent Yes 3 1.2 No 253 98.8 Total 256 100.0 Did you face in integrating technology into your teaching? Valid Scale Frequency Percent Lack of Training 13 5.1 Insufficient Resources 205 80.0 Time Constraints 5 2.3 Resistance from Students 4 1.7 Lack of Support from Administration 10 3.9 Other 18 7.00 Total 256 100.0 How do you integrate ICT in your teaching methods? Valid Scale Frequency Percent Rare 161 62.9 Daily 0.0 0.0 Weekly 14 5.5 Never 80 31.6 Total 256 100.0 The primary reason why you are using ICT in the classroom is to get the student sufficient knowledge, to improve learning outcomes, to emphasis and prepare the future of the student. Valid Scale Frequency percent Strongly agree 97 37.9 Agree 90 35.2 Disagree 41 16.0 Strongly disagree 28 10.9 Total 256 100.0 Why your choice the ICT you use it? Valid Scale Frequency percent Quality 134 52.3 Availability 9 3.5 Suitable to Somali culture 5 2.0 Else 108 42.2 Total 256 100.0 The use of different ICT syllabuses in Somali schools has changed views and thinking habits of our youth Valid Scale Frequency percent Strongly agree 206 80.5 Agree 35 13.7 Disagree 6 2.3 Strongly disagree 9 3.5 Total 256 100.0 Using common ICT in Somali schools are more effective than use of different ICT. Valid Scale Frequency percent Strongly agree 4 1.6 Agree 18 7.0 Disagree 76 29.7 Strongly disagree 158 61.7 Total 256 100.0 Prepared by the authors (2024) Participating in professional improvement: A striking 98.8% of the respondents reported not participating in professional improvement related to management information systems in the last two years, indicating a critical gap in ongoing professional development. Challenges in integrating technology: the predominant challenge faced by teachers was insufficient resources, cited by 80.0% of the respondents. Other minor challenges included a lack of training (5.1%) and time constraints (2.3%), suggesting that resource allocation is a significant barrier to effective ICT integration. Frequency of ICT integration: The majority of respondents reported rarely integrating ICT into their teaching methods, with 62.9% indicating “rarely” and 31.6% “never”. Only 5.5% integrating ICT “weekly,” suggesting a low frequency of use in practice. Reasons for using ICT: The primary reason for using ICT in the classroom, aimed at improving student knowledge and learning outcomes, was strongly supported, with 37.9% strongly agreeing and 35.2% agreeing. Quality of ICT choices: 52.3% of the respondents chose ICT on the basis of “quality” with 42.2% citing other reasons. Only 3.5% selected availability, indicating that quality is a key determinant in ICT selection. Impact of ICT on youth: A strong majority (80.5%) agreed that the use of different ICT syllabuses in Somali schools has changed the views and thinking habits of youth, resulting in a positive perception of influence ICT. Effeteness of common ICT: opinions were divided on the effectiveness of using common ICT versus varied ICT. A large majority (61.7%) strongly disagreed that common ICT is more effective, indicating a preference for diversity in ICT tools. 4.5. Findings Gender Distribution: Predominantly male teachers (78.9%), indicating gender imbalance. Age Demographics: Majority (58.2%) are aged 20–30 years, suggesting a younger workforce. Marital Status: 44.1% are married; 34.4% are single. Educational Qualifications: 85.1% hold bachelor’s degrees; none have PhDs. Teaching Experience: Most (41.0%) have 5–10 years of experience. Perception of ICT: 69.5% report minimal use of technology resources, despite 36.3% rating their ICT experience as “good.” Access to ICT: Limited access, with only 21.9% reporting regular use of ICT labs. Professional Development: 98.8% have not participated in relevant training in the past two years. Challenges: 80.0% cite insufficient resources as the main barrier to ICT integration. Impact on Youth: 80.5% agree that ICT positively influences youth perceptions. 4.6. Discussion The findings highlight significant challenges in ICT integration among teachers, including a gender imbalance, limited access to resources, and insufficient professional development opportunities. The young demographic may benefit from targeted training to enhance their ICT skills. Despite recognizing the potential benefits of ICT, actual usage remains low, primarily due to resource constraints. Addressing these issues is crucial for improving educational outcomes and fostering a more technology-rich learning environment. Further research could focus on the effectiveness of interventions aimed at enhancing ICT integration in teaching practices. 5. Recommendations and conclusion 5.1 Conclusion In summary, the relationship among the factors affecting teachers’ knowledge attitudes and the integration of ICT in education in Mogadishu, Somalia were investigated.The sociodemographic results have been summarized. The majority of the teachers were male 202 (78.9%), whereas 54 (21.1%) were female. The majority (58.2%) of the respondents were between 20 and 30 years of age, whereas the minority (12.5%) were > 41 years of age. In terms of marital status 113 (44.1%) of the respondents were married, and 88 (34.4%) were single. The above figure shows that (85.1%) of the teachers had bachelor’s degree; few (9.0%) of the teachers had diplomas, and (0.0%) didn’t see the study by someone with a PhD or high school. The majority (41.0%) of the respondents had between 5 and 10 years of experience in the educational system, whereas the minority (9.8%) had > 21 years of experience in the educational system. The study revealed that 77 (30.0%) of the respondents’ science and technology teachers, 56 (22.0%) were literature teachers, and 30 (11.7%) were math teachers. The first objective is to explore the role of teachers in understanding of digital education: A significant portion of the respondents rated their experience with ICT positively, with 36.3% reporting that it was “good” and 33.2% rating it as “very good”, whereas few respondents rated it as “bad”. Most respondents reacted with “nothing” (69.5%), whereas 21.9% used computers or tablets. This indicates a critical lack of available technology in schools. The second objective of this study to assess the role of teachers’ attitudes toward ICT in educational system. The most influential affecting attitude was personal interest, with 50.0% of the respondents selecting this option. Other notable factors included student engagement (22.3%) and training and professional development (12.0%). Access to technology resources and support from school leadership were less influential, highlighting potential areas for development in training and support structures. The third objective of this study was to evaluate the role of teachers’ integration of ICT in educational system. the predominant challenge faced by teachers was insufficient resources which were cited by 80.0% of the respondents. Other minor challenges included a lack of training (5.1%) and time constraints (2.3%), suggesting that resource allocation is a significant barrier to effective ICT integration. In conclusion, while there are positive perceptions of ICT among teachers in Mogadishu. And substantial barriers such as a lack of resources, insufficient training, and low integration frequency, these gaps must be addressed to fully realize the potential of ICT in education. Efforts to enhance support systems and provide adequate resources are essential for fostering an environment where technology can effectively enhance teaching and learning. 5.2 Recommendations: The use of different syllabuses of ICT in our schools is a major problem for the community; thus, this study recommends the following points: Community should understand the serious effects of using different ICT syllabuses. The Ministry of Education should create a common educational information management system on the basis of Somali identities. Educationalists and intellectuals should participate with the ministry of education to set up common ICT syllabuses. Schools should make digital classrooms and syllabuses adaptive until they obtain common ICT syllabuses. Declarations Conflict of Interest Statement The authors declare that there are no conflicts of interest regarding the publication of this study. No financial or personal relationships influenced the research process or outcomes. All findings and interpretations presented in this study are solely those of the authors and reflect an unbiased analysis of the data collected. Acknowledgements We would like to express our gratitude to all the teachers in Mogadishu who participated in this study, sharing their insights and experiences. Special thanks to the local educational authorities for their support and cooperation in facilitating data collection. We also acknowledge the contributions of our research team and advisors, whose guidance was invaluable throughout the study. Lastly, we appreciate the assistance from organizations that provided resources and insights on ICT in education. ETHICS: certifies that the ethics committee of the Center for Research and Development at SIMAD University has reviewed and approved the research proposal titled " FACTORS AFFECTING SCHOOL TEACHER'S KNOWLEDGE, ATTITUDE AND INTEGRATION OF ICT IN EDUCATION IN MOGADISHU, SOMALIA " References Aczel, J. C., S. R. Peake, and P. Hardy. 2008. “Designing Capacity-Building in e-Learning Expertise: Challenges and Strategies.” Computers and Education 50(2): 499–510. doi:10.1016/j.compedu.2007.07.005. Africa, South, and South Africa. 2020. “Assessment of the Implementation of the ’ Digital Classroom ’ Initiative in the Gauteng Provincial Department of Basic Education.” (October): 86–95. Albirini, Abdulkafi. 2006. “Teachers’ Attitudes toward Information and Communication Technologies: The Case of Syrian EFL Teachers.” Computers and Education 47(4): 373–98. doi:10.1016/j.compedu.2004.10.013. 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Rika Widianita, Dkk. 2023. “No 主観的健康感を中心とした在宅高齢者における 健康関連指標に関する共分散構造分析Title.” AT-TAWASSUTH: Jurnal Ekonomi Islam VIII(I): 1–19. “Teachers ’ Perceptions About the Use of Technology in the.” 2020. Teo, Timothy. 2009a. “Modelling Technology Acceptance in Education: A Study of Pre-Service Teachers.” Computers & Education 52(2): 302–12. doi:https://doi.org/10.1016/j.compedu.2008.08.006. Teo, Timothy. 2009b. “Modelling Technology Acceptance in Education: A Study of Pre-Service Teachers.” Computers and Education 52(2): 302–12. doi:10.1016/j.compedu.2008.08.006. Yuen, Allan H.K., Nancy Law, and K. C. Wong. 2003. “ICT Implementation and School Leadership: Case Studies of ICT Integration in Teaching and Learning.” Journal of Educational Administration 41(2): 158–70. doi:10.1108/09578230310464666. Zhang, Dongsong, J. Leon Zhao, Lina Zhou, and Jay F. Nunamaker. 2004. “Can E-Learning Replace Classroom Learning?” Communications of the ACM 47(5): 75–79. doi:10.1145/986213.986216. 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Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-6096621","acceptedTermsAndConditions":true,"allowDirectSubmit":true,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":420117729,"identity":"a359e144-ca00-421b-84fe-7dd91c600f29","order_by":0,"name":"Abdullahi Salad Abdi","email":"","orcid":"https://orcid.org/0000-0002-1696-8345","institution":"Simad University","correspondingAuthor":false,"prefix":"","firstName":"Abdullahi","middleName":"Salad","lastName":"Abdi","suffix":""},{"id":420117730,"identity":"39f95481-8913-4fd3-9454-eaf9d6ade85e","order_by":1,"name":"Ibrahim Abubakar Abdi","email":"data:image/png;base64,iVBORw0KGgoAAAANSUhEUgAAAZAAAAAyAQMAAABI0h/eAAAABlBMVEX///8AAABVwtN+AAAACXBIWXMAAA7EAAAOxAGVKw4bAAAA5UlEQVRIiWNgGAWjYBAC9gYwdYCBsZn5AJAhIUNQC88BuBa2BJAWHuK1AJkGYAHCWiRyH34uqLgjz9zO8/nVjRoLHgb2w0c34NeSbiw948wzw8Zm3m3WOceADuNJS7uBT4u9RBqDNG/bYUaQFuMcNqAWCR4zvFp4JNKYf/P+O2zf2MzzzDjnH3Fa2KR5Gw4nArUwP85tI0YLzzM2a55jh5Mbm9nMmHP7JHjYCPmFhz2N+TZPzWHbjf2HH3/O+VYnx89++BheLXBg2MDAJgFisBGlHATkGRiYPxCtehSMglEwCkYUAABh8kOM4DPD9wAAAABJRU5ErkJggg==","orcid":"https://orcid.org/0009-0002-0857-4335","institution":"Islamic University","correspondingAuthor":true,"prefix":"","firstName":"Ibrahim","middleName":"Abubakar","lastName":"Abdi","suffix":""}],"badges":[],"createdAt":"2025-02-24 11:58:30","currentVersionCode":1,"declarations":{"humanSubjects":false,"vertebrateSubjects":false,"conflictsOfInterestStatement":false,"humanSubjectEthicalGuidelines":false,"humanSubjectConsent":false,"humanSubjectClinicalTrial":false,"humanSubjectCaseReport":false,"vertebrateSubjectEthicalGuidelines":false},"doi":"10.21203/rs.3.rs-6096621/v1","doiUrl":"https://doi.org/10.21203/rs.3.rs-6096621/v1","draftVersion":[],"editorialEvents":[],"editorialNote":"","failedWorkflow":false,"files":[{"id":77698023,"identity":"e49a9400-eaa6-460b-8702-1d7eb56fdf89","added_by":"auto","created_at":"2025-03-04 10:51:41","extension":"pdf","order_by":0,"title":"","display":"","copyAsset":false,"role":"manuscript-pdf","size":1457887,"visible":true,"origin":"","legend":"","description":"","filename":"manuscript.pdf","url":"https://assets-eu.researchsquare.com/files/rs-6096621/v1/ec13c6f2-b3f8-4222-b8c1-9f2a43c40e67.pdf"}],"financialInterests":"The authors declare no competing interests.","formattedTitle":"\u003cp\u003e\u003cstrong\u003eFactors Affecting School Teacher’s Knowledge, Attitude and Integration of ICT in Education in Mogadishu, Somalia\u003c/strong\u003e\u003c/p\u003e","fulltext":[{"header":"1. Introduction","content":"\u003cp\u003eIn general, the knowledge, attitudes, and integration of technology in education are viewed as important strategies for increasing the effectiveness of the teaching-learning process. Teachers are encouraged to integrate technology into their instructional practices, as ICT is believed to have the potential to revolutionize an outmoded educational system(Aczel, Peake, and Hardy \u003cspan citationid=\"CR1\" class=\"CitationRef\"\u003e2008\u003c/span\u003e). As technology becomes an increasingly important part of our lives, ICT integration in the field of education is inevitable (Hew and Brush 2007).\u003c/p\u003e \u003cp\u003eStudying the factors that impact teachers' views on and use of information and communication technology (ICT) in education is an important area of research that illuminates the opportunities and challenges related to adopting technology in the educational setting. (Ertmer \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2005\u003c/span\u003e) has emphasized the significance of teachers' beliefs and attitudes as crucial factors influencing their readiness to incorporate ICT into their teaching methods. Elements such as teachers' perceived self-confidence, attitudes toward technology, and convictions about the advantages of ICT in education significantly influence their efforts to integrate technology. Furthermore, (Teo \u003cspan citationid=\"CR29\" class=\"CitationRef\"\u003e2009a\u003c/span\u003e) conducted research on external elements such as institutional backing, resource accessibility, and opportunities for professional growth, all of which play a vital role in shaping teachers' perspectives on integrating ICT. It is imperative to have sufficient support systems and training initiatives to empower teachers to utilize technology effectively in their teaching environments.\u003c/p\u003e \u003cp\u003eThe technology adoption model (TAM), which asserts that perceived utility and simplicity of use are important elements influencing people's acceptance and use of technology, has been the subject of research by (Davis \u003cspan citationid=\"CR7\" class=\"CitationRef\"\u003e1989\u003c/span\u003e) Teachers' views toward ICT integration can be better understood by applying this paradigm to the educational setting. Researchers hope to gain a better understanding of how to improve teachers' attitudes toward ICT and encourage effective integration strategies that use digital technology to improve educational results by examining at these characteristics and how they interact. ICT is increasingly important in our daily lives and in our learning system.\u003c/p\u003e \u003cp\u003eThere is an increasing need for educational centers to use ICT to clarify the skills and information that students essential for the digital age. The acceptance and integration of ICT into coaching and culture environments provides more chances for instructors and pupils to effort better in the globalized digital age. ICTs can play a progressively significant role in education especially in the schoolroom, management and online teaching or other. The ability of ICT to improve quality of teaching and learning in the classroom is highly desirable for teachers and pupils. The purpose of this study is to identify the factors that may influence teachers\u0026rsquo; decision to adopt and integrate ICT in teaching and learning processes. This study is chosen because of the strategic importance of ICT in education in general, particularly its great potential, to transform the ways in which teaching is carried out in the classroom (Lawrence and Tar \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eIn Africa, ICT, also known as information and communication technology, is increasingly essential in both educational institutions and our daily lives for training and culture processes. Teachers who play a crucial role in education, have encountered various challenges in their endeavors to increase quality, efficiency, and accessibility. Despite their significant role, their attitudes have not been scientifically scrutinized to assess its impact. The study employed quantitative research methods and a descriptive survey approach. Structured questionnaires were used to collect data from 475 instructors at Kenyan University via a stratified random sampling technique (Bariu and Chun 2022), and the Statistical Package for Social Science was used to analyze quantitative data via informative, factorization, inductive, ANOVA, and regression.\u003c/p\u003e \u003cp\u003e(Kennedy \u003cspan citationid=\"CR16\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) discusses how innovation in education not only transforms teaching but also impacts learning structures. Today's students require educators to incorporate ICTs into academic activities, preparing them for the demands of the twenty-first century. This approach fosters student engagement and enhances their learning experience. Integrating ICT into teachers' training programs is essential as it improves program quality and encourages preservice teachers to utilize ICT. The study was carried out at the College of Education, which is the premier teacher training institution in Liberia. The data analysis in the study involved both descriptive statistics and thematic approaches. The findings of the study highlighted significant obstacles to integrating ICT into teachers' education, including the absence of ICT infrastructure and equipment such as computers, institutional internet access, and projectors, as well as insufficient support for teachers, limited experience in teaching with ICT, and inadequate ICT training. Consequently, it is crucial for teacher training programs and institutions to be well-equipped with ICT infrastructure to empower teachers to utilize ICT effectively in their training. The study also suggested that ICT should be included as a core subject in the curriculum of teachers' colleges in Liberia, given its importance in realizing Liberia's vision for 2030.\u003c/p\u003e \u003cp\u003eI looked at how the application of technology resources in secondary educational institutions might change instruction in (Molotsi \u003cspan citationid=\"CR22\" class=\"CitationRef\"\u003e2022\u003c/span\u003e) Despite the fact that schools offered instructors a variety of ICT resources, the results made it evident that these resources were not being used to their full potential. The results of the semi structured interviews demonstrate an abundance of ICT resources that may have been used to change the way information is delivered. A rich technological background is not a requirement for teaching using ICT devices; thus, teachers should feel comfortable incorporating accessible ICT materials into their courses. In brief, teachers who are knowledgeable about ICT resources can be empowered to use even the most basic equipment to accomplish learning objectives, which means that they do not always need the most up-to-date devices and resources.\u003c/p\u003e \u003cp\u003eby South Africa's (Africa and Africa \u003cspan citationid=\"CR2\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) Currently, one of the agencies in the country actively utilizing ICT to guarantee that Gauteng has efficient educational institutions and schools is the Dept. of Basic Education (GDBE) in Gauteng. The introduction of ICT into South African schools is crucial to providing Gauteng students with high-quality education that satisfies national standards and is capable of being internationally benchmarked, particularly as the fourth industrial age approaches. The improved quality of schooling in South Africa is a result of pupils having universal and easy access to instructional materials.\u003c/p\u003e \u003cp\u003eBy (Hasan, Nurfianti, and Fujiana 2023) Teacher Trainees\u0026rsquo; Information Communication Technology (ICT) competencies influence the application of educational technologies in teaching and learning. ICT has a significant effect on the changing scenario of education. This is a necessity for student teachers. The purpose of this study was to assess primary teacher education (PTE) trainees\u0026rsquo; preparation for the integration of ICT into their pedagogical practices in Uganda. The objectives of this study were to assess PTE trainees\u0026rsquo; ICT competencies for ICT integration in their pedagogical practices, to explore the quality of ICT Infrastructure in PTE for trainees\u0026rsquo; preparation in ICT integration in their pedagogical practices, and to determine the instructional modes used by tutors in preparation of PTE trainees for ICT integration in their pedagogical practices.\u003c/p\u003e \u003cp\u003eIn Somalia studies by (Mohamed and Hassan 2023), the researchers used the UTAUT model to inspect the determinants of digital utilization in Mogadishu schools. Our nation\u0026rsquo;s secondary schools do not use modern technology through instruction; it is not part of the skills that students are educated with, although it is a secondary subject. Computers are not used in schools for teaching and learning activities, but rather for small administrative tasks. The use of electronic devices in instructing, educating, and administering educational institutions requires the growth of new skills, attitudes, and tutorial techniques, similar to any other innovation. Further research might be conducted to observe the use of technology in other parts of the country, as this study is limited to Mogadishu city and has limitations.\u003c/p\u003e \u003cp\u003e(Ali et al. \u003cspan citationid=\"CR4\" class=\"CitationRef\"\u003e2024\u003c/span\u003e) reported the importance of information and communication technology (ICT) in the educational system in Somalia is crucial given the country's unique challenges and opportunities in the field of education. Somalia, like many other developing countries, stands to benefit from the integration of ICT into its educational practices to enhance learning outcomes, improve access to quality education, and foster innovation in teaching methodologies. In Somalia, the integration of information and communication technology (ICT) in education represents an important opportunity for teaching and learning practice programs. However, the successful implementation of ICT effectively significantly affects the attitudes and readiness of teachers to embrace these technological tools within the educational landscape. The aim of this research is to determine knowledge and attitudes toward Somali teachers\u0026rsquo; integration into ICT programs. By investigating the complexities surrounding teachers' perceptions, competencies, and institutional support structures, this research seeks to identify the barriers and facilitators that shape the integration of ICT in education. Through a comprehensive analysis of these factors, this study aims to provide valuable insights for policymakers, educators, and stakeholders to develop targeted strategies that can promote a more conducive environment for leveraging ICT tools in the Somali education system. The general objective was to identify factors affecting school teachers\u0026rsquo; knowledge, attitudes and integration of ICT in education in Mogadishu, Somalia.\u003c/p\u003e"},{"header":"2. Literature Review","content":"\u003cp\u003eTeachers\u0026rsquo; attitudes toward ICT in educational centers significantly influence the successful integration and use of technology in teaching and learning. In every TVET institution, it is essential to be well-prepared for implementing a curriculum in online distance teaching and learning, which requires the collaboration of all stakeholders. A study conducted by (Rika Widianita \u003cspan citationid=\"CR27\" class=\"CitationRef\"\u003e2023\u003c/span\u003e) focused on the preparedness of 244 national technical and vocational education institutions in Kenya for implementing an online distance curriculum. The effectiveness of curriculum implementation depends on the presence of ICT infrastructure, training for ICT users, suitable teaching materials, and financial support. Additionally, knowledgeable and skilled individuals are crucial for successful implementation. The study revealed limited access to both hardware and software, insufficient training for trainers, and inadequate support and supervision from stakeholders.\u003c/p\u003e \u003cdiv id=\"Sec3\" class=\"Section2\"\u003e \u003ch2\u003e2.1 The role of teachers in understanding digital education\u003c/h2\u003e \u003cp\u003eUnderstanding digital education is crucial for teachers as they navigate the ever-evolving landscape of technology in the classroom. Research on the role of teachers in comprehending digital education emphasizes the importance of their knowledge, skills, and attitudes toward integrating technology effectively into teaching practices. The following are key insights from recent studies:\u003c/p\u003e \u003cdiv id=\"Sec4\" class=\"Section3\"\u003e \u003ch2\u003e2.1.1 Digital literacy and competence\u003c/h2\u003e \u003cp\u003e(Falloon \u003cspan citationid=\"CR12\" class=\"CitationRef\"\u003e2020\u003c/span\u003e) emphasize the importance of broadening teacher education students' comprehension of the skills necessary to effectively, securely, and morally operate in varied and ever more digitally-influenced settings. It emphasizes the importance of this in terms of their future roles in the classroom, teaching youth to develop the skills needed to use digital resources and information effectively, safely, securely, and sustainably. A teacher digital competence framework is being introduced to help with this, with teacher educators playing a key role in implementing it through modeling and intentional planning and teaching. It also indicates that all faculty members are responsible for implementing the framework, and they must possess a thorough understanding of its purpose, extent, and content. It is anticipated that the TDC framework will serve as a central point for revising policies and facilitating discussions among faculty, leading to better preparation of future teachers for classrooms.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec5\" class=\"Section3\"\u003e \u003ch2\u003e2.1.2 Professional development\u003c/h2\u003e \u003cp\u003eContinuous professional development plays a vital role in enhancing teachers' understanding of digital education. Research indicates that targeted training programs and workshops can improve teachers' confidence and competence in use of digital tools for instruction (Ertmer et al. \u003cspan citationid=\"CR9\" class=\"CitationRef\"\u003e2012\u003c/span\u003e). Research has clearly revealed the integration and use of ICT in teaching and learning aims to transform teaching from traditional to learner cantered. Practice in the field has reveals that the use of internet-based technologies was focused mainly on searching for and downloading educational material, whereas web-based and video conferencing skills, which also require the internet to enhance remote learning, have rarely been practiced. The study concludes that in-service training opportunities rendered by all teachers' colleges consolidate instructors\u0026rsquo; ICT teaching skills are needed: ICT facilities, devices, internet services and infrastructures enhance competence, confidence and experience (Machumu et al. \u003cspan citationid=\"CR20\" class=\"CitationRef\"\u003e2022\u003c/span\u003e)\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec6\" class=\"Section2\"\u003e \u003ch2\u003e2.2 Teachers\u0026rsquo; attitudes toward ICT in educational systems\u003c/h2\u003e \u003cp\u003eTeachers\u0026rsquo; attitudes to ICT in educational programs significantly influence successful integration and use of technology in teaching and learning. Research on teachers' attitudes towards ICT sheds light on the factors that shape their perceptions, beliefs, and practices regarding technology integration. The following are key insights from recent studies:\u003c/p\u003e \u003cdiv id=\"Sec7\" class=\"Section3\"\u003e \u003ch2\u003e2.2.1 Attitudinal Factors:\u003c/h2\u003e \u003cp\u003eTeachers' attitudes toward ICT encompass their beliefs, confidence, motivation, and willingness to use technology in educational settings. Research suggests that positive attitudes toward ICT are associated with increased technology integration and improved student outcomes (Albirini \u003cspan citationid=\"CR3\" class=\"CitationRef\"\u003e2006\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec8\" class=\"Section3\"\u003e \u003ch2\u003e2.2.2 Perceived Benefits\u003c/h2\u003e \u003cp\u003eTeachers' perceptions of the benefits of ICT play a central role in influencing their attitudes toward technological skill integration. Training sessions emphasize the importance of teachers recognizing the benefits of ICT in enhancing teaching effectiveness, involving students, and enabling customized learning to adopt technology in their classrooms. (Ertmer \u003cspan citationid=\"CR11\" class=\"CitationRef\"\u003e2005\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec9\" class=\"Section3\"\u003e \u003ch2\u003e2.2.3 Barriers and challenges\u003c/h2\u003e \u003cp\u003eNegative attitudes towards ICT may stem from perceived barriers and challenges such as lack of training, limited resources, time constraints, and resistance to change. Research indicates that addressing these barriers through professional development and support can help improve teachers' attitudes toward technology integration (Lawrence and Tar \u003cspan citationid=\"CR19\" class=\"CitationRef\"\u003e2018\u003c/span\u003e) (Teo \u003cspan citationid=\"CR30\" class=\"CitationRef\"\u003e2009b\u003c/span\u003e)\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec10\" class=\"Section3\"\u003e \u003ch2\u003e2.2.4 Professional development\u003c/h2\u003e \u003cp\u003eOngoing professional development programs tailored to teachers' needs and skill levels are essential for fostering positive attitudes towards ICT. Studies have shown that targeted training and support can increase teachers' confidence, competence, and enthusiasm for integrating technology in their instructional practices (Pelgrum \u003cspan citationid=\"CR26\" class=\"CitationRef\"\u003e2001\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec11\" class=\"Section3\"\u003e \u003ch2\u003e2.2.5 Impact on teaching practices\u003c/h2\u003e \u003cp\u003eSchools under the catalytic integration model were engaging in a reengineering approach in adopting ICT in their schools. In the change process, teachers learn new technological skills and applications, and explore new pedagogical approaches to the planning and delivery of content knowledge within a new context. This challenged teachers to rethink their personal attitudes, beliefs and values about their roles as educators. For a few teachers, this may have led them to reconceptualize their understanding of schooling and society. This development also required the principal to have a clear direction. When the school culture favored student empowerment, as shown in the example of the schools under the cultural innovation model, the impact and magnitude of change was profound Allan (Yuen, Law, and Wong \u003cspan citationid=\"CR31\" class=\"CitationRef\"\u003e2003\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec12\" class=\"Section2\"\u003e \u003ch2\u003e2.3 Teachers\u0026rsquo; integration of ICT in educational systems\u003c/h2\u003e \u003cp\u003eThe integration of information and communication technology (ICT) in educational systems is a complex process that heavily relies on the active involvement and proficiency of teachers. Research on teachers' integration of ICT in educational systems sheds light on the challenges, strategies, and impacts of incorporating technology into teaching practices. The key findings from recent studies as are follows:\u003c/p\u003e \u003cdiv id=\"Sec13\" class=\"Section3\"\u003e \u003ch2\u003e2.3.1. Barriers to Integration\u003c/h2\u003e \u003cp\u003eResearch has identified various barriers that hinder teachers' effective integration of ICT in educational systems, including inadequate training, limited access to technology resources, time constraints, and resistance to change (Ertmer \u003cspan citationid=\"CR10\" class=\"CitationRef\"\u003e1999\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec14\" class=\"Section3\"\u003e \u003ch2\u003e2.3.2. Pedagogical Approaches\u003c/h2\u003e \u003cp\u003eIn the researcher of (Park, Licon, and Sleipness 2022), the current study aimed to explore and describe modern ESD methods in the design and planning fields, analyze teaching styles, and integrate these methods with teaching styles to develop a framework. Furthermore, we recognize a range of challenges and encounters in educating about sustainability. The results of the research indicate that the use ESD methods is advantageous for designing and planning students, although it demands deliberate effort and adaptability from both teachers and students. Teachers play a crucial role in effectively incorporating ESD methods into curriculum and course materials through their duties.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec15\" class=\"Section3\"\u003e \u003ch2\u003e2.3.3. Impact on student learning\u003c/h2\u003e \u003cp\u003eThe integration of ICT by teachers has a significant effect on student learning outcomes. Studies indicate that well-planned and effectively implemented ICT integration can enhance student engagement, motivation, and academic achievement across various subject areas (Becker \u003cspan citationid=\"CR6\" class=\"CitationRef\"\u003e2000\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec16\" class=\"Section3\"\u003e \u003ch2\u003e2.3.4. Support Systems\u003c/h2\u003e \u003cp\u003eThis study revealed that basic schoolteachers generally had a positive attitude toward the use of technology in the classroom. They also consider technology to be promising to their pupils. The teachers acknowledged how beneficial the implementation and use of technology in classrooms could be in enhancing their teaching performance. Additionally, most teachers suggest that limited resources and skills training could impede the effective use of technology in the classroom (Teachers \u0026rsquo; Perceptions About the Use of Technology in the 2020).\u003c/p\u003e \u003cp\u003eThe utilization of ICT for teaching purposes to increase the quality of education appears to be a crucial issue for teachers in Tanzania. From my perspective, there is scarce evidence demonstrating the effectiveness of using ICT as an educational tool in schools. The lack of clear ICT educational strategies to enhance teachers' pedagogical skills further exacerbates this issue. Educational policy makers must carefully consider input from various educational stakeholders to develop effective strategies for improving educational practices. Nevertheless, teachers must take their own actions toward the use of digital learning tools to improve the teaching and learning process as well as their professional growth. A thorough examination is needed to explore the significance of using ICT as a teaching tool. This investigation should focus on teachers' attitudes, confidence, motivation, emotions, thoughts, beliefs, and classroom practices with larger samples. Given this context, I believe it is crucial to delve deeper into the issue. (Ndibalema \u003cspan citationid=\"CR23\" class=\"CitationRef\"\u003e2014\u003c/span\u003e)\u003c/p\u003e \u003cp\u003eAccording to the research results, it can be inferred that teachers have a favorable view of incorporating ICT in teaching and learning after COVID-19, and this view is strongly impacted by their age, gender, education level, and teaching background. Research shows that elderly educators often have a favorable attitude toward incorporating ICT into their teaching methods, possibly because they view ICT as a chance to increase their teaching ability and stay relevant in their field. Women teachers have a better attitude toward incorporating ICT in the classroom, possibly because they are more comfortable with technology, especially computers and mobile devices. Their teaching style often prioritizes students and collaboration, causing them to see technology as a way to enhance learning results, student involvement, and critical thinking skills. The results of the study show that teachers who have more education and teaching experience hold a more favorable attitude towards using ICT in their teaching practices. This may be due to their enhanced understanding and increased awareness of the advantages of technology in education. Furthermore, seasoned educators are more likely to adopt a more receptive and adaptable attitude toward innovative teaching approaches such as ICT incorporation following the COVID-19 crisis. The research indicates that teachers have access to a limited range of ICT tools, including computers, social media, and online assessment tools. This indicates that teachers must investigate and make use of a variety of ICT tools to improve educational results.(Omotunde \u003cspan citationid=\"CR24\" class=\"CitationRef\"\u003e2023\u003c/span\u003e)\u003c/p\u003e \u003c/div\u003e \u003c/div\u003e \u003cdiv id=\"Sec17\" class=\"Section2\"\u003e \u003ch2\u003e2.4 Knowledge Gaps for the Topic\u003c/h2\u003e \u003cp\u003eLimited research has been conducted on the long-term impacts of ICT training and its integration into teaching methods and student performance. Investigating how teachers' attitudes and knowledge develop over time with ongoing ICT training could yield important insights for enhancing educational strategies (Kirkpatrick and Kirckpatrick \u003cspan citationid=\"CR17\" class=\"CitationRef\"\u003e2017\u003c/span\u003e).\u003c/p\u003e \u003cp\u003eis a lack of comprehensive knowledge regarding the impact of cultural factors on teachers' perspectives about ICT. Further investigation is necessary to examine the socio-cultural influences that could impact the adoption and use of technology in educational environments in Somalia (Koşan \u003cspan citationid=\"CR18\" class=\"CitationRef\"\u003e2020\u003c/span\u003e). Even though the study highlights resource shortages as a challenge, it fails to offer a thorough examination of how different levels of infrastructure, such as access to the internet and availability of hardware, influence ICT integration across various school types (Zhang et al. 2004).\u003c/p\u003e \u003cp\u003eThe impact of student engagement on shaping teachers' attitudes toward ICT integration requires more research. Studies could examine how student feedback and participation in technology utilization influence educators' readiness to adopt ICT in their teaching practices (Fredricks, Blumenfeld, and Paris 2004). More research is needed to assess the effectiveness of targeted professional development programs designed to improve ICT integration among educators. Identifying the most effective methods could guide future training efforts (Desimone \u003cspan citationid=\"CR8\" class=\"CitationRef\"\u003e2009\u003c/span\u003e).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec18\" class=\"Section2\"\u003e \u003ch2\u003e2.5 Research framework\u003c/h2\u003e \u003cp\u003eThis section seeks to explore definitions found in earlier studies and emphasize the methodologies utilized in this field of research. Consequently, the article starts by analyzing novel concepts and contributions.\u003c/p\u003e\u003cp\u003e\u003cimg 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\"\u003e\u003c/p\u003e \u003cp\u003e \u003cb\u003eDeveloped by the researchers (2024)\u003c/b\u003e \u003c/p\u003e \u003c/div\u003e"},{"header":"3. Methodology","content":"\u003cp\u003eThis study has a descriptive research design to describe the factors affecting school teachers\u0026rsquo; knowledge, attitudes and integration of ICT in education in Mogadishu, Somalia. A cross-sectional of the population was collected from a cross - sectional population at that specific time in the Banadir region of Mogadishu city, which is geographically situated in southeastern Somalia. The target population was only teachers who are teaching schools in Mogadishu. Since the total number of the target population is unknown and assumed to be large, we find that Cochran\u0026rsquo;s formula, is the best formula for calculating the sample size. Owning to the lack of time and the busy schedule, the research agreement could manage only two-thirds of our sample size, which was 256; thus 256 researchers composed our sample size. The data were collected via questionnaires with closed ended questions. The questionnaire was written in English, and the researcher asked the respondents in the Somali language to complete the questionnaire. Any questionnaire that was not complete was invalid. The data were analyzed via [ SPSS] to ensure that the analysis was easy appropriate and comfortable. The data were then presented in a table to facilitate easy understanding of the contents for the readers.\u003c/p\u003e"},{"header":"4. Results and Discussion","content":"\u003cdiv id=\"Sec21\" class=\"Section2\"\u003e \u003ch2\u003e4.1. Section one: Sociodemographic analysis of the respondents\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Taba\" border=\"1\"\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eGender\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"2\" rowspan=\"3\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e202\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e78.9%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eFemale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.1%\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eAge\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u0026ndash;30\u003c/p\u003e \u003cp\u003eyears\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e149\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e58.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e31\u0026ndash;40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e75\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u0026gt;\u0026thinsp;40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e32\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e12.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eMarital Status\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSingle\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e88\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMarried\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e113\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e44.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDivorced\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWidow\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e2\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eEducational Background\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSecondary\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDiploma\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBachelor\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e218\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e85.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMaster\u0026rsquo;s\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e15\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePhD\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eExperience in Education\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eScale\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003eFrequency\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003ePercent\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLess than 5 yrs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e72\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e28.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e5\u0026ndash;10 yrs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e105\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e41.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e11\u0026ndash;20 yrs\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e54\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e20\u0026gt;\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e25\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eSubject Area\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eScience and Technology\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e77\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e30.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLiterature\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eArts\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e53\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eMath\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e30\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e11.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eReligion\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e40\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e15.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cb\u003ePrepared by the authors (2024)\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003ein the above table (Table\u0026nbsp;1), the sociodemographic results are summarized. majority of the teachers were male 202 (78.9%), whereas 54 (21.1%) were female. The majority (58.2%) of the respondents were between (20) and (30) years of age, whereas the minority (12.5%) were (\u0026gt;\u0026thinsp;41) years of age. In terms of marital status 113 (44.1%), of the respondents were married, and 88 (34.4%) were single. The above figure shows that (85.1%) of the teachers had bachelor\u0026rsquo;s degree; few (9.0%) of the teachers had diplomas and (0.00%) didn\u0026rsquo;t see the study by someone with a PhD or high school. The majority (41.0%) of the respondents had between (5 and 10) years of experience in the educational system, whereas the minority (9.8%) had (\u0026gt;\u0026thinsp;21) years of experience in the educational system. The study revealed that 77 (30.0%) the respondents were science and technology teachers, 56 (22.0%) were literature teachers, and 30 (11.7%) were math teachers\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec22\" class=\"Section2\"\u003e \u003ch2\u003e4.2. Section Two: Knowledge Toward ICT\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabb\" border=\"1\"\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eHow about your rate related on ICT?\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"4\" rowspan=\"5\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eVery good\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eGood\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e93\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e36.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNot bad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e52\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e20.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eBad\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e26\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eWhat ICT in your school/organization uses?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"6\" rowspan=\"7\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSmart whiteboard\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eComputer or tablet\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eEducational software\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNothing\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e178\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e69.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eHow do you access the ICT lab?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePrecent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eScheduled class sessions\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e23\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDrop-in access\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e56\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e21.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAppointments with teachers\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e164\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e64.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cb\u003ePrepared by the authors (2024)\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eOverall rating of ICT: A significant portion of the respondents rated experience with ICT positively, with 36.3% reporting that it was \u0026ldquo;good\u0026rdquo; and 33.2% rating it as \u0026ldquo;very good\u0026rdquo;, whereas few respondents rated it as \u0026ldquo;bad\u0026rdquo;.\u003c/p\u003e \u003cp\u003eUse of ICT Resources: Most respondents reacted with \u0026ldquo;nothing\u0026rdquo; (69.5%), whereas 21.9% used computers or tablets. This indicates a critical lack of available technology in schools.\u003c/p\u003e \u003cp\u003eWith respect to access to the ICT Lab 21.9% (56 respondents) of the respondents reacted to \u0026ldquo;drop in access\u0026rdquo;, whereas 9.0% (23 respondents) of the respondents reacted to \u0026ldquo;scheduled class sessions\u0026rdquo;. Few respondents reacted with Teachers: 5.1% (13 respondents), and most respondents reacted with \u0026ldquo;other options\u0026rdquo;. 64.0% (164 respondents).\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec23\" class=\"Section2\"\u003e \u003ch2\u003e4.3. Section Three: Attitudes Toward ICTs\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabc\" border=\"1\"\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eWhat factors influence your attitude toward technology integration?\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"7\" rowspan=\"8\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTraining and Professional Development\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e36\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e14.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAccess to Technology Resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e24\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e9.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSupport from School Leadership\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e11\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e4.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eCurriculum Requirements\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003ePersonal Interest\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e128\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e50.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStudent Engagement\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e57\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e22.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003ePlease try to indicate your level of agreement on the following.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eICT makes easy teaching and learning procedures.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e87\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e34.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWhen I use ICT during teaching, I feel comfortable.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e19\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eICT makes teaching attractive one.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e65\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e25.4\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eI hope students benefit from ICT combination.\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e85\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e33.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eThe use of smart technology in Somali schools has good impact in all levels of the community.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003epercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e172\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e67.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e84\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e32.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cb\u003ePrepared by the authors (2024)\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eFactors influencing attitudes toward technology integration: The most influential affecting attitudes was personal interest, with 50.0% of the respondents selecting this option. Other notable factors included student engagement (22.3%) and training and professional development (12.0%). Access to technology resources and support from school leadership were less influential, highlighting potential areas for development in training and support structures.\u003c/p\u003e \u003cp\u003ePerception of ICT in teaching: Most respondents had mixed feelings about the effectiveness of ICT in teaching. A total of 34.0% agreed that ICT makes teaching and learning easier, whereas 7.4% felt comfortable using ICT during teaching. A substantial 33.2% hoped that students would benefit from ICT, indicating its potential value despite challenges.\u003c/p\u003e \u003cp\u003eCommunity Impact of Smart Technology: There was a consensus on the positive impact of smart technology in Somali schools, with 67.2% strongly agreeing and 32.8% agreeing that it positively affects all levels of the community.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec24\" class=\"Section2\"\u003e \u003ch2\u003e4.4. Section four: Integration Toward on ICT\u003c/h2\u003e \u003cp\u003e \u003cdiv class=\"gridtable\"\u003e\u003ctable float=\"No\" id=\"Tabd\" border=\"1\"\u003e \u003ccolgroup cols=\"4\"\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c1\" colnum=\"1\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c2\" colnum=\"2\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c3\" colnum=\"3\"\u003e\u003c/div\u003e \u003cdiv align=\"left\" class=\"colspec\" colname=\"c4\" colnum=\"4\"\u003e\u003c/div\u003e \u003cthead\u003e \u003ctr\u003e \u003cth align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eHave you participated in any professional improvement related to Management Information System in the last two years?\u003c/p\u003e \u003c/th\u003e \u003c/tr\u003e \u003c/thead\u003e \u003ctbody\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eYes\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e3\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNo\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e253\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e98.8\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eDid you face in integrating technology into your teaching?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of Training\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e13\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.1\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eInsufficient Resources\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e205\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTime Constraints\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eResistance from Students\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eLack of Support from Administration\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e10\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eOther\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.00\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\"\u003e\u0026nbsp;\u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eHow do you integrate ICT in your teaching methods?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003ePercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eRare\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e161\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e62.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDaily\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e0.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eWeekly\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e14\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e5.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eNever\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e80\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e31.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eThe primary reason why you are using ICT in the classroom is to get the student sufficient knowledge, to improve learning outcomes, to emphasis and prepare the future of the student.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003epercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e97\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e37.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e90\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e35.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e41\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e16.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e28\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e10.9\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eWhy your choice the ICT you use it?\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003epercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eQuality\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e134\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e52.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAvailability\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eSuitable to Somali culture\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e5\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eElse\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e108\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e42.2\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eThe use of different ICT syllabuses in Somali schools has changed views and thinking habits of our youth\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003epercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e206\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e80.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e35\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e13.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e6\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e2.3\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e9\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e3.5\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colspan=\"4\" nameend=\"c4\" namest=\"c1\"\u003e \u003cp\u003eUsing common ICT in Somali schools are more effective than use of different ICT.\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c1\" morerows=\"5\" rowspan=\"6\"\u003e \u003cp\u003eValid\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003e\u003cb\u003eScale\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e\u003cb\u003eFrequency\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e\u003cb\u003epercent\u003c/b\u003e\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly agree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e4\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e1.6\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eAgree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e18\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e7.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eDisagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e76\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e29.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eStrongly disagree\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e158\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e61.7\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003ctr\u003e \u003ctd align=\"left\" colname=\"c2\"\u003e \u003cp\u003eTotal\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c3\"\u003e \u003cp\u003e256\u003c/p\u003e \u003c/td\u003e \u003ctd align=\"left\" colname=\"c4\"\u003e \u003cp\u003e100.0\u003c/p\u003e \u003c/td\u003e \u003c/tr\u003e \u003c/tbody\u003e \u003c/colgroup\u003e \u003ctfoot\u003e \u003ctr\u003e\u003ctd colspan=\"4\"\u003e\u003cb\u003ePrepared by the authors (2024)\u003c/b\u003e\u003c/td\u003e\u003c/tr\u003e \u003c/tfoot\u003e \u003c/table\u003e\u003c/div\u003e \u003c/p\u003e \u003cp\u003eParticipating in professional improvement: A striking 98.8% of the respondents reported not participating in professional improvement related to management information systems in the last two years, indicating a critical gap in ongoing professional development. Challenges in integrating technology: the predominant challenge faced by teachers was insufficient resources, cited by 80.0% of the respondents. Other minor challenges included a lack of training (5.1%) and time constraints (2.3%), suggesting that resource allocation is a significant barrier to effective ICT integration.\u003c/p\u003e \u003cp\u003eFrequency of ICT integration: The majority of respondents reported rarely integrating ICT into their teaching methods, with 62.9% indicating \u0026ldquo;rarely\u0026rdquo; and 31.6% \u0026ldquo;never\u0026rdquo;. Only 5.5% integrating ICT \u0026ldquo;weekly,\u0026rdquo; suggesting a low frequency of use in practice.\u003c/p\u003e \u003cp\u003eReasons for using ICT: The primary reason for using ICT in the classroom, aimed at improving student knowledge and learning outcomes, was strongly supported, with 37.9% strongly agreeing and 35.2% agreeing. Quality of ICT choices: 52.3% of the respondents chose ICT on the basis of \u0026ldquo;quality\u0026rdquo; with 42.2% citing other reasons. Only 3.5% selected availability, indicating that quality is a key determinant in ICT selection.\u003c/p\u003e \u003cp\u003eImpact of ICT on youth: A strong majority (80.5%) agreed that the use of different ICT syllabuses in Somali schools has changed the views and thinking habits of youth, resulting in a positive perception of influence ICT. Effeteness of common ICT: opinions were divided on the effectiveness of using common ICT versus varied ICT. A large majority (61.7%) strongly disagreed that common ICT is more effective, indicating a preference for diversity in ICT tools.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec25\" class=\"Section2\"\u003e \u003ch2\u003e4.5. Findings\u003c/h2\u003e \u003cp\u003eGender Distribution: Predominantly male teachers (78.9%), indicating gender imbalance. Age Demographics: Majority (58.2%) are aged 20\u0026ndash;30 years, suggesting a younger workforce. Marital Status: 44.1% are married; 34.4% are single. Educational Qualifications: 85.1% hold bachelor\u0026rsquo;s degrees; none have PhDs. Teaching Experience: Most (41.0%) have 5\u0026ndash;10 years of experience. Perception of ICT: 69.5% report minimal use of technology resources, despite 36.3% rating their ICT experience as \u0026ldquo;good.\u0026rdquo; Access to ICT: Limited access, with only 21.9% reporting regular use of ICT labs. Professional Development: 98.8% have not participated in relevant training in the past two years. Challenges: 80.0% cite insufficient resources as the main barrier to ICT integration. Impact on Youth: 80.5% agree that ICT positively influences youth perceptions.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec26\" class=\"Section2\"\u003e \u003ch2\u003e4.6. Discussion\u003c/h2\u003e \u003cp\u003eThe findings highlight significant challenges in ICT integration among teachers, including a gender imbalance, limited access to resources, and insufficient professional development opportunities. The young demographic may benefit from targeted training to enhance their ICT skills. Despite recognizing the potential benefits of ICT, actual usage remains low, primarily due to resource constraints. Addressing these issues is crucial for improving educational outcomes and fostering a more technology-rich learning environment. Further research could focus on the effectiveness of interventions aimed at enhancing ICT integration in teaching practices.\u003c/p\u003e \u003c/div\u003e"},{"header":"5. Recommendations and conclusion","content":"\u003cdiv id=\"Sec28\" class=\"Section2\"\u003e \u003ch2\u003e5.1 Conclusion\u003c/h2\u003e \u003cp\u003eIn summary, the relationship among the factors affecting teachers\u0026rsquo; knowledge attitudes and the integration of ICT in education in Mogadishu, Somalia were investigated.The sociodemographic results have been summarized. The majority of the teachers were male 202 (78.9%), whereas 54 (21.1%) were female. The majority (58.2%) of the respondents were between 20 and 30 years of age, whereas the minority (12.5%) were \u0026gt;\u0026thinsp;41 years of age. In terms of marital status 113 (44.1%) of the respondents were married, and 88 (34.4%) were single. The above figure shows that (85.1%) of the teachers had bachelor\u0026rsquo;s degree; few (9.0%) of the teachers had diplomas, and (0.0%) didn\u0026rsquo;t see the study by someone with a PhD or high school. The majority (41.0%) of the respondents had between 5 and 10 years of experience in the educational system, whereas the minority (9.8%) had\u0026thinsp;\u0026gt;\u0026thinsp;21 years of experience in the educational system. The study revealed that 77 (30.0%) of the respondents\u0026rsquo; science and technology teachers, 56 (22.0%) were literature teachers, and 30 (11.7%) were math teachers.\u003c/p\u003e \u003cp\u003eThe first objective is to explore the role of teachers in understanding of digital education: A significant portion of the respondents rated their experience with ICT positively, with 36.3% reporting that it was \u0026ldquo;good\u0026rdquo; and 33.2% rating it as \u0026ldquo;very good\u0026rdquo;, whereas few respondents rated it as \u0026ldquo;bad\u0026rdquo;. Most respondents reacted with \u0026ldquo;nothing\u0026rdquo; (69.5%), whereas 21.9% used computers or tablets. This indicates a critical lack of available technology in schools. The second objective of this study to assess the role of teachers\u0026rsquo; attitudes toward ICT in educational system. The most influential affecting attitude was personal interest, with 50.0% of the respondents selecting this option. Other notable factors included student engagement (22.3%) and training and professional development (12.0%). Access to technology resources and support from school leadership were less influential, highlighting potential areas for development in training and support structures. The third objective of this study was to evaluate the role of teachers\u0026rsquo; integration of ICT in educational system. the predominant challenge faced by teachers was insufficient resources which were cited by 80.0% of the respondents. Other minor challenges included a lack of training (5.1%) and time constraints (2.3%), suggesting that resource allocation is a significant barrier to effective ICT integration.\u003c/p\u003e \u003cp\u003eIn conclusion, while there are positive perceptions of ICT among teachers in Mogadishu. And substantial barriers such as a lack of resources, insufficient training, and low integration frequency, these gaps must be addressed to fully realize the potential of ICT in education. Efforts to enhance support systems and provide adequate resources are essential for fostering an environment where technology can effectively enhance teaching and learning.\u003c/p\u003e \u003c/div\u003e \u003cdiv id=\"Sec29\" class=\"Section2\"\u003e \u003ch2\u003e5.2 Recommendations:\u003c/h2\u003e \u003cp\u003eThe use of different syllabuses of ICT in our schools is a major problem for the community; thus, this study recommends the following points: Community should understand the serious effects of using different ICT syllabuses. The Ministry of Education should create a common educational information management system on the basis of Somali identities. Educationalists and intellectuals should participate with the ministry of education to set up common ICT syllabuses. Schools should make digital classrooms and syllabuses adaptive until they obtain common ICT syllabuses.\u003c/p\u003e \u003c/div\u003e"},{"header":"Declarations","content":"\u003cp\u003e \u003ch2\u003eConflict of Interest Statement\u003c/h2\u003e \u003cp\u003eThe authors declare that there are no conflicts of interest regarding the publication of this study. No financial or personal relationships influenced the research process or outcomes. All findings and interpretations presented in this study are solely those of the authors and reflect an unbiased analysis of the data collected.\u003c/p\u003e \u003ch2\u003eAcknowledgements\u003c/h2\u003e \u003cp\u003e We would like to express our gratitude to all the teachers in Mogadishu who participated in this study, sharing their insights and experiences. Special thanks to the local educational authorities for their support and cooperation in facilitating data collection. We also acknowledge the contributions of our research team and advisors, whose guidance was invaluable throughout the study. Lastly, we appreciate the assistance from organizations that provided resources and insights on ICT in education.\u003c/p\u003e\u003cp\u003e\u003cspan\u003e\u003cb\u003eETHICS: \u003c/b\u003ecertifies that the ethics committee of the Center for Research and Development at SIMAD University has reviewed and approved the research proposal titled \u0026quot; FACTORS AFFECTING SCHOOL TEACHER\u0026apos;S KNOWLEDGE, ATTITUDE AND INTEGRATION OF ICT IN EDUCATION IN MOGADISHU, SOMALIA \u0026quot;\u003c/span\u003e\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\n \u003cli\u003eAczel, J. C., S. R. Peake, and P. 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C. Wong. 2003. \u0026ldquo;ICT Implementation and School Leadership: Case Studies of ICT Integration in Teaching and Learning.\u0026rdquo; \u003cem\u003eJournal of Educational Administration\u003c/em\u003e 41(2): 158\u0026ndash;70. doi:10.1108/09578230310464666.\u003c/li\u003e\n \u003cli\u003eZhang, Dongsong, J. Leon Zhao, Lina Zhou, and Jay F. Nunamaker. 2004. \u0026ldquo;Can E-Learning Replace Classroom Learning?\u0026rdquo; \u003cem\u003eCommunications of the ACM\u003c/em\u003e 47(5): 75\u0026ndash;79. doi:10.1145/986213.986216.\u003c/li\u003e\n\u003c/ol\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":true,"hideJournal":true,"highlight":"","institution":"SIMAD University","isAcceptedByJournal":false,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true},"keywords":"teachers’ knowledge, attitudes and integration of ICT in education in Mogadishu, Somalia","lastPublishedDoi":"10.21203/rs.3.rs-6096621/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-6096621/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003ePurpose: This study examines the factors influencing teachers' knowledge, attitudes, and integration of ICT in education in Mogadishu, Somalia.\u003c/p\u003e\n\u003cp\u003eMethodology: A descriptive research design was used, targeting local school teachers through a cross-sectional approach. A sample size of 256 was calculated using Cochran’s formula, with data collected via closed-ended questionnaires and analyzed using SPSS.\u003c/p\u003e\n\u003cp\u003eFindings: The study found that most teachers rated their ICT experience positively, with 36.3% describing it as “good.” Personal interest was the most significant factor influencing attitudes towards ICT (50.0%), followed by student engagement (22.3%). However, 62.9% of teachers reported rarely integrating ICT into their teaching.\u003c/p\u003e\n\u003cp\u003eConclusion: While perceptions of ICT are positive, barriers like resource shortages and insufficient training hinder effective integration.\u003c/p\u003e\n\u003cp\u003eRecommendations include creating a unified ICT syllabus and enhancing support systems.\u003c/p\u003e\n\u003cp\u003eLimitations: Challenges included time constraints, a lack of prior research in Somalia, and cultural sensitivity issues.\u003c/p\u003e","manuscriptTitle":"Factors Affecting School Teacher’s Knowledge, Attitude and Integration of ICT in Education in Mogadishu, Somalia","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-03-04 10:35:36","doi":"10.21203/rs.3.rs-6096621/v1","editorialEvents":[{"type":"communityComments","content":0}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"researchsquare","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":true,"externalIdentity":"","sideBox":"","snPcode":"","submissionUrl":"/submission","title":"Research Square","twitterHandle":"researchsquare","acdcEnabled":true,"dfaEnabled":false,"editorialSystem":"","reportingPortfolio":"","inReviewEnabled":false,"inReviewRevisionsEnabled":true}}],"origin":"","ownerIdentity":"c269316c-3a7b-4ace-9c2d-f718eff84e2e","owner":[],"postedDate":"March 4th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"posted","subjectAreas":[{"id":45161487,"name":"Technical Communication"},{"id":45161488,"name":"Special Education"},{"id":45161489,"name":"Information Retrieval and Management"},{"id":45161490,"name":"School Counseling"}],"tags":[],"updatedAt":"2025-03-04T10:35:36+00:00","versionOfRecord":[],"versionCreatedAt":"2025-03-04 10:35:36","video":"","vorDoi":"","vorDoiUrl":"","workflowStages":[]},"version":"v1","identity":"rs-6096621","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-6096621","identity":"rs-6096621","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}