Teachers’ Perceptions of ICT Integration in Teaching and Learning and Its Perceived Impact on Academic Performance

Abstract

The study investigates teachers’ perceptions of integrating Information and Communication Technology (ICT) in teaching, learning, and assessment within Bumthang schools, Bhutan, under the framework of the iSherig ICT Master Plan (2014–2023). With ICT increasingly shaping modern pedagogy through interactive and student-centred approaches, the research aims to evaluate its effectiveness in improving student academic performance and teaching practices while exploring teachers’ attitudes, challenges, and enabling factors. A mixed-methods design combined quantitative surveys and qualitative questionnaires involving n=131 teachers to capture comprehensive insights into ICT use. Findings indicate that teachers widely acknowledge ICT’s positive impact, rating its contribution to learning outcomes at an average of (M=4.1) on a five-point scale. Respondents highlighted that the use of ICT tools in teaching enhances student engagement, simplifies complex concepts, and streamlines assessment processes. Despite these benefits, significant barriers to integration remain, notably inadequate infrastructure, technical disruptions, and insufficient professional training. Nevertheless, 86.3% of teachers expressed a preference for ICT-based teaching over traditional methods, underscoring their readiness for digital innovation in classrooms. The study concludes that while teachers recognise ICT’s transformative role in education, systemic support is critical to harness its full potential. Enhanced investments in digital infrastructure, capacity-building initiatives, and sustained professional development are essential to ensure effective pedagogical integration. These insights provide valuable guidance for policymakers and stakeholders in advancing Bhutan’s vision of inclusive, technologically empowered education that equips learners with the skills and competencies required in a globalized knowledge society.