ICT integration in Ethiopian teacher education from the perspective of teacher educators

This study explores teacher educators’ (TEs’) perceptions of using information and communication technologies (ICTs) in biology teaching and learning. Employing a mixed-methods design, data were collected through questionnaires with 50 TEs and semi-structured interviews conducted with 6 interviewees selected purposefully from three colleges. Findings reveal that although TEs generally hold positive views toward ICT usefulness, a substantial gap exists between their positive perceptions and the effective use of ICT in instruction. The one-way ANOVA results indicate that these perceptions are significantly influenced by individual factors such as age and teaching experience, with statistically significant differences observed across groups (p < 0.05). Correlation analysis showed significant relationships between ICT use and both perceived usefulness (r = 0.419) and perceived ability (r = 0.745). Regression results revealed that 55% of the variance in ICT usage was explained by these two factors, with perceived ability exerting the stronger influence (β = 0.68). These findings emphasize the need to improve TE’s ICT skills and confidence by using various methods, like peer mentoring for hands-on help, affordable digital tools for easy use, particularly in developing nations like Ethiopia, targeted and ongoing training to build individual skills, and supportive school environments that promote regular ICT use.