Barriers to sustainable integration of ICT in Pietermaritzburg public secondary schools

The integration of Information and Communication Technology (ICT) in education has the potential to enhance teaching and learning; however, several barriers hinder its effective adoption in South African schools. The paper reports on the study that examined the barrier to sustainable integration of ICT in Pietermaritzburg public secondary schools. The study used qualitative interview technique to collect data from 20 teachers. The Technology Organisation Environment (TOE) framework was used as a theoretical framework. The findings reveal that a lack of technological pedagogical content knowledge among teachers, high ICT infrastructure support costs, resource constraints, resistance to change, and theft and vandalization of ICT equipment significantly impact ICT adoption. Many teachers lack essential ICT skills, which affects their confidence in integrating technology into their teaching practices. Financial constraints further limit schools from maintaining ICT infrastructure, and resistance from experienced educators impedes change. Additionally, frequent theft and vandalization of ICT resources pose a serious risk, further hampering implementation. To address these challenges, the study recommends capacity-building initiatives to enhance teacher training, increased financial and technical support for schools, leadership-driven encouragement of ICT adoption, targeted awareness campaigns to mitigate resistance, strengthened security measures to protect ICT infrastructure, and equitable distribution of ICT resources to bridge the digital divide. A strategic and collaborative approach is essential to overcoming these barriers and ensuring effective ICT integration in South African schools. Key Words:Information Communication Technology (ITC), ICT integration, Technological and digital barriers, Technology Organization Environment, Resource constraints