Determinants of Integration of Information Communication Technology in Teaching and Learning in Higher Education in Kenya: a Case of University of Nairobi, Kenya

Abstract

The study aimed to investigate the factors that affect the incorporation of Information Communication Technology (ICT) in teaching and learning at the University of Nairobi, within the higher education setting in Kenya. The research sought to elucidate many aspects, including ICT infrastructure, ICT skills competency, financial practices, and institutional culture, and analyze their influence on the effective incorporation of technology in educational processes. The study was guided by the notion of technological pedagogical content knowledge (TPACK). The study utilized a descriptive research approach. The study's target population consisted of 200 instructors, 8,000 students, and 1 dean. The data gathering instruments employed were questionnaires and an interview guide. The descriptive statistics utilized consisted of the mean and standard deviation. Additionally, inferential statistics, namely Spearman's correlation, was employed. Thematic analysis was employed to assess the qualitative data. The research highlighted the intricate dynamics of ICT integration at the University of Nairobi, underlining the institution's flexible and responsive approach to the problems presented by Covid-19. The findings: That the lecturers’ data showed that the ICT infrastructure had a statistically significant impact, with a mean score of 3.42 and a correlation coefficient of 0.579 (p<0.05). Similarly, the students’ data also showed that the ICT infrastructure was statistically significant, with a mean score of 2.61 and a correlation coefficient of 0.8364 (p<0.05). For skills competency, lecturers’ data and a mean score of 3.77, a correlation coefficient of 0.703, and a significance level of p<0.05. Similarly, students had a mean score of 3.15, a correlation coefficient of 0.917, and a significance level of p<0.05 which is significant. Regarding the financial practices, the lecturers had a mean score of 2.79, a correlation coefficient of 0.485, at a significant level of p<0.05. Similarly, the students had a mean score of 2.92, a correlation coefficient of 0.544, at a significant level of p<0.05. The institutional culture as reflected from the lecturers had a mean score of 3.08, a correlation coefficient score of 2.35, a correlation coefficient of 0.722, at a significant level of p<0.05. The conclusion is that the integration of ICT in higher education (University of Nairobi) is influenced by a combination of factors, including ICT infrastructure, competency in ICT skills, financial practices, and institutional culture hence rejecting Null hypothesis that the factors were significant. The report suggests the adoption of ongoing professional development initiatives for teaching personnel, with a focus on enhancing IT skills and keeping abreast with technology advancements. It is recommended that educators be encouraged to use a wide range of technologies. It is advisable to have creative financial approaches, such as forming alliances with private sector organizations to provide grants, in order to maximize the utilization of ICT. It is essential to acknowledge the difficulties in funding internet access, which necessitates expenditures in enhanced infrastructure. It is advisable to cultivate a favourable institutional culture that gives priority to the integration of ICT through awareness campaigns and training programs in order to create a supportive environment.