Teachers’ Readiness and Challenges in Integrating ICT into Classrooms

Abstract

This study investigates the readiness of university teachers in Lahore, Pakistan, to integrate Information and Communication Technology (ICT) into their classroom practices, explores the challenges they face, and examines their perceptions regarding the effectiveness of ICT in enhancing teaching and learning. Using a quantitative research design, data were collected from 350 teachers across various faculties in private universities through a structured Likert-scale questionnaire. Descriptive statistics, correlation analysis, and regression modeling were employed to interpret the data. The findings indicate that teachers generally exhibit high levels of ICT readiness and hold positive perceptions about its pedagogical value. However, the study also highlights significant barriers such as inadequate training, infrastructural deficits, limited technical support, and time constraints, which negatively affect integration efforts. Regression analysis identified training support, teaching perception, and student engagement as strong positive predictors of effective ICT use, while time-related and institutional challenges emerged as significant impediments. The results underscore the importance of institutional backing, targeted training programs, and policy coherence to enable sustainable ICT integration in higher education. This study contributes to the growing body of knowledge on ICT in education by offering context-specific insights and practical implications for stakeholders in Pakistan's higher education sector.