Hindering and enabling factors towards ICT integration in schools: A developing country perspective

Abstract

ICT in education has emerged as a widespread phenomenon and has been widely considered and
explored. While remarkable achievement in ICT use in the teaching and learning process has been observed
in the developed part of the world, schools in the developing countries still fail to do so. Pakistan, as a less
developed country, has still been in its infancy stage of ICT integration in schools. The purpose of this paper
was thus, to explore the existing state of affairs in relation to ICT integration in schools via reviewing both the
hindering and enabling factors. The study employed a systemic review method to review the available
research, conducted in Pakistan, in the last ten years. The results inform about several fundamental issues
and provide a way forward towards effective ICT integration in the process of teaching and learning.