Analysing factors affecting the wide adoption of ICT among learners in developing countries

Abstract

The evolution of Africa from a largely neglected economy to a serious contender in the global digital and knowledge economy is hinged on enabling quality education. Education is a primer for innovation, and entrepreneurship and builds the economy through applied skills and knowledge, an undisputable foundation for recognition among the international community. Technological advances in learning and teaching have regularly featured in the African education context and huge amounts of resources are invested year after year. However, the expected improvement is mostly unrealised. This doldrum persists because the sudden and rapid insertion of technology is not well understood. This extends to a problem of stalled widespread educational ICT adoption by learners, particularly in rural secondary schools. This study appreciates advanced ICTs as a key function to support the effective improvement and transformation of secondary school education in Africa. This study aims to identify the key factors affecting the adoption of ICT among learners in rural secondary schools. The distinctiveness of this study in a burgeoned discourse is a focus on unearthing adoption factors unique to developing African countries. A lack of understanding of these factors is presented as a knowledge gap. A systematic literature review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. 491 relevant publications were identified from 2017 to 2023, with 84 studies selected for inclusion in the analysis after applying exclusion criteria. From these studies, 38 factors influencing ICT adoption were identified. Principal Component Analysis (PCA) was employed to reduce dimensionality and rank the factors based on their significance. The results discovered that over-digitalization of education, funding (support), health challenges (barriers), cognitive barriers, and time constraints are the top five factors that significantly affect ICT adoption among learners in rural secondary schools. These findings align with the results of the application of the Unified Theory of Acceptance and Use of Technology (UTAUT) framework which, more significantly, highlights additional challenges. This study found additional challenges, such as the lack of ICT infrastructure which remains a major obstacle. Based on the analysis, the study proposes an extension of the UTAUT framework to better address the unique challenges faced by learners in these regions. In conclusion, the study highlights critical areas that need to be addressed to improve the wide adoption of ICT in education. By extending the UTAUT framework, the study provides a more comprehensive model that could guide policymakers, educators and Government entities in implementing effective strategies for ICT integration thus contributing to lessening the digital divide in education between Africa and the rest of the developed world.