What the study found
Teachers in the selected Zimbabwean secondary schools generally had positive attitudes toward using technology in lesson delivery and a moderate level of ICT competence (information and communication technology skills). They also reported that technology can benefit student engagement and performance, but its use was constrained by weak infrastructure and limited support.
Why the authors say this matters
The study suggests that teacher readiness, institutional support, and infrastructure are important for ICT integration in teaching. The authors conclude that continuous training, better resources, and supportive policies are needed for sustainable ICT-driven education.
What the researchers tested
The researchers studied teachers’ preparedness, attitudes, and perceived impact of technology use in lesson delivery in selected Zimbabwean secondary schools. Guided by the Technology Acceptance Model (a framework for understanding acceptance of technology) and the Technological Pedagogical Content Knowledge framework (a model linking technology, teaching, and subject knowledge), they analysed quantitative data from 59 teachers using SPSS version 30.
What worked and what didn't
The results showed generally positive attitudes toward technology and moderate ICT competence among teachers. The abstract says teachers recognised technology’s benefits for student engagement and performance, but inadequate infrastructure and limited support constrained effective use.
What to keep in mind
The study was based on quantitative data from 59 teachers in selected Zimbabwean secondary schools, so the available summary indicates a limited sample and setting. The abstract does not describe additional limitations beyond the scope of the schools studied.
Key points
- Teachers generally had positive attitudes toward technology use in lesson delivery.
- Teachers reported moderate ICT competence.
- Technology was seen as beneficial for student engagement and performance.
- Inadequate infrastructure and limited support constrained effective use.
- The authors recommend continuous training, improved resources, and supportive policies.
Disclosure
- Research title:
- Zimbabwean teachers reported positive attitudes and moderate ICT competence
- Authors:
- Sizwe Vincent Mbona, Dzidzai Muchakubvura, Ledwing Zunga, Steven Kayambazinthu Msosa
- Institutions:
- Africa University, Durban University of Technology, Durban University of Technology, Mangosuthu University of Technology
- Publication date:
- 2026-04-02
- OpenAlex record:
- View
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