The integration of Information and Communication Technology (ICT) in education has emerged as a key strategy for improving teaching and learning outcomes. However, in Nepal, the digital divide continues to limit the effectiveness of ICT-enabled education, particularly in rural and resource-constrained settings. While infrastructural challenges are widely acknowledged, the role of teacher digital competency remains underexplored.
This study investigates the extent to which teacher digital competency influences the effective use of ICT in education and contributes to bridging the digital divide in Nepal. A quantitative research approach was employed using survey data collected from teachers and students in selected rural schools. The study examines key dimensions of teacher digital competency, including technical skills, pedagogical integration of ICT, and confidence in using digital tools for instructional purposes.
The findings reveal that inadequate digital skills, limited access to training, and low confidence levels among teachers significantly hinder the effective integration of ICT in classrooms. The results further indicate that even where ICT infrastructure is available, the lack of teacher competency reduces its potential impact on student learning.
The study concludes that enhancing teacher digital competency is essential for bridging the digital divide and ensuring meaningful ICT integration in education. It recommends the implementation of targeted training programs, continuous professional development initiatives, and context-specific ICT strategies to empower teachers and improve educational outcomes.