Navigating the digital divide: assessing faculty ICT skills and challenges in shaping the future of higher education in India
DOI:
https://doi.org/10.34117/bjdv10n1-023Keywords:
ICT skills, online education, higher education, faculty readiness, 21st-century teaching, digital transformationAbstract
This article delves into the transformative impact of Information and Communication Technology (ICT) on higher education institutions in India, particularly in the context of the rapid shift to online classes prompted by the global pandemic. The study focuses on evaluating the Information and Communication Technology skills of faculty members across central universities, government higher education institutions, and state universities. Through a random sample of 220 respondents, the research employs statistical tools, including one-way ANOVA and independent-sample t-test, to discern patterns and variations in faculty ICT proficiency. Notably, the findings underscore the significance of assessing faculty readiness for online teaching, revealing a need for targeted interventions to bridge existing skill gaps. Furthermore, the article delves into the challenges encountered during the transition to fully online classes, examining factors such as age, resource availability, and operational difficulties. The disparities in the adoption of online education between faculty and students are explored, shedding light on the emotional dynamics experienced by educators in this transformative process. Additionally, the study proposes recommendations for fostering 21st-century teaching strategies, advocating for a nuanced approach to faculty development that considers both attitudes and skills. The insights provided aim to inform policymakers, educational authorities, and institutions on strategies to enhance the efficacy of online education and address the evolving needs of higher education in the digital era. In conclusion, this article contributes a multifaceted exploration of the challenges and opportunities posed by the integration of ICT in higher education in India. By providing a nuanced understanding of faculty ICT skills, challenges in online education adoption, and recommendations for the future, the article seeks to be a valuable resource for shaping effective and inclusive strategies for the evolving landscape of higher education.
References
. Ahmed, V. (2015). Success factors for ICT implementation in Saudi secondary schools: From the perspective of ICT directors, headteachers, teachers, and students. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 11, 36–54. Retrieved from https://files.eric.ed.gov/fulltext/EJ1061479.pdf
. Angadi, G. R. (2019). The Rationale and Framework for Evaluating the ICT Use in Teacher Education. Retrieved December 26, 2019, from Academia.edu website: https://www.academia.edu
. Asiyai, R. (2014). Assessment of Information and Communication Technology Integration in Teaching and Learning in Institutions of Higher Learning. International Education Studies, 7(2). https://doi.org/10.5539/ies.v7n2p25
. Avidov-Ungar, O., & Iluz, I. E. (2014). Levels of ICT integration among teacher educators in a teacher education academic college. Interdisciplinary Journal of E-Learning and Learning Objects, 10, 195-216. Retrieved December 6, 2019, from http://www.ijello.org/Volume10/IJELLOv10p195- 216Avidov0892.pd
. Cox, M. J., & Marshall, G. (2007). Effects of ICT: Do we know what we should know? Education and Information Technologies, 12(2), 59–70. https://doi.org/10.1007/s10639-007-9032-x
. Funamori M (2017) The issues Japanese higher education face in the digital age—are Japanese universities to blame for the slow progress towards an information-based society? Int J Inst Res Manag 1(1):37–51.
. Gabriel M. Kennedy (2023) ‘Challenges of ICT Integration in Teachers’ Education: A Case Study of the College of Education, University of Liberia’ International Journal of Social Science and Education Research Studies. Volume 03 Issue 05. ISSN(print): 2770-2782, ISSN(online): 2770-2790. https://ijssers.org/wp-content/uploads/2023/05/15-1305-2023.pdf
. Mahdum, Hadriana, & Safriyanti, M. (2019). Exploring teacher perceptions and motivations to ICT use in learning activities in Indonesia. Journal of Information Technology Education: Research, 18, 293-317. https://doi.org/10.28945/4366
. Ministry of Education, Culture, Sports, S. and T-J (2017) Heisei 27-nendo no daigaku ni okeru kyōiku naiyō-tō no kaikaku jōkyō ni tsuite [Status of University Educational Reforms for 2015]. https://www.mext.go.jp/a_menu/koutou/daigaku/04052801/__icsFiles/afieldfile/2017/12/13/1398426_1.pdf
. Mukhari, S. S. (2016). Teachers’ experience of information and communication technology use for teaching and learning in urban schools. Unisa.Ac.Za. Retrieved December 23, 2019, from https://doi.org/http://hdl.handle.net/10500/22045
. Nath, S. (2019). ICT Integration in Fiji Schools: A Case of In-Service Teachers. Education and Information Technologies, 24(2), 963–972. Retrieved from https://eric.ed.gov/?id=EJ1209278
. Özdemir S. (2017) Teacher Views on Barriers to the Integration of Information and Communication Technologies (ICT) in Turkish Teaching. International Journal of Environmental & Science Education. 12(3) 505-521 Retrieved December 23, 2019, from https://files.eric.ed.gov/fulltext/EJ1141525.pdf
. Rana, K. (2018). ICT in rural primary schools in Nepal: context and teachers’ experiences. (Thesis). University of Canterbury, New Zealand. Retrieved from https://ir.canterbury.ac.nz/handle/10092/457
. Rana, K. B. (2017). Use of Educational Technologies in Teaching and Learning Activities: Strategies and Challenges-A Nepalese case. (Thesis). University of Oslo. Retrieved from https://www.duo.uio.no/bitstream/handle/10852/60803/HEM4390.pdf?sequence=1
. Ross Miller and Swapna Kumar (2022) ‘Analysis of faculty use and perceptions of ICT: planning for effective professional development at a Japanese HEI’ SN Soc Sci (2022) 2:132. https://link.springer.com/article/10.1007/s43545-022-00454-0
. Shende, Sanjay & Reddy, B. Mallesh. (2020). Integration of ICT in Higher Education Institutions: Scope and Challenges. https://www.researchgate.net/publication/339876111_Integration_of_ICT_in_Higher_Education_Institutions_Scope_and_Challenges
. Shi, N. K. (2016). Investigating the barriers affecting integration of ICT for teaching and learning in schools. International Journal of social media and Interactive Learning Environments, 4(4), 350. https://doi.org/10.1504/ijsmile.2016.10002198
. UNESCO (2019). ICT in education. Retrieved December 4, 2019, from https://en.unesco.org/themes/ict-education
. Ungar, & Baruch, (2016). Perceptions of teacher educators regarding ICT implementation. Interdisciplinary Journal of e-Skills and Life-Long Learning, 12, 279-296. Retrieved December 15, 2019, from http://www.informingscience.org/Publications/360 6
. Zyad, H. (2016). Integrating Computers in the Classroom: Barriers and Teachers’ Attitudes. International Journal of Instruction, 9(1), 65-78. DOI: 10.12973/iji.2016.916a
