Technological readiness and integration of digital technologies for teaching in government aided primary schools in Uganda

Robert  Kyeyune; Benard  Engotoit; Edgart Atwo  Katarahweire; Abdal  Kasule; Mayoka G.  Kituyi

doi:10.59400/fes2918

Technological readiness and integration of digital technologies for teaching in government aided primary schools in Uganda

Robert Kyeyune Department of Applied Computing and IT, Makerere University Business School, Kampala 1337, Uganda
Benard Engotoit Department of Information Systems, Makerere University Business School, Kampala 1337, Uganda
Edgart Atwo Katarahweire Makerere University Business School, Kampala 1337, Uganda
Abdal Kasule Department of Information Systems, Makerere University Business School, Kampala 1337, Uganda
Mayoka G. Kituyi Department of Computer Science and Engineering, Makerere University Business School, Kampala 1337, Uganda

Article ID: 2918

DOI: https://doi.org/10.59400/fes2918

Keywords: technological readiness; digital technologies; integration; primary schools

Abstract

This study seeks to examine the relationship between technological readiness and integration of digital technologies for teaching in government-aided primary schools in Uganda. The study adopted a cross-sectional quantitative research approach, utilizing a survey design from which a structured, close-ended questionnaire was designed and administered to primary school teachers in Uganda to collect data. A total of 335 teachers were selected to participate in the study and these were sampled based on Krecjie and Mogan’s table of sample size selection. The findings revealed that there is a positive association between technological readiness and integration of digital technologies for teaching in primary schools in Uganda. Further, to confirm the study hypothesis, the study found that technological readiness significantly predicted integration of digital technologies for teaching in government-aided primary schools in Uganda. This signifies that when teachers have access to IT infrastructure and internet connectivity, their integration and use of digital technologies in teaching will be enhanced. The study provides recommendations for concerned stakeholders to work towards providing teachers’ access to IT infrastructure and internet connectivity so as to enable them to teach with the aid of technology. This study examines the dimensions of technological readiness and its influence on the integration of digital technologies for teaching in government-aided primary schools. No prior research has examined these concepts in relation to teachers and the use of digital technologies in Uganda, where the situation is made worse in rural areas.

Published

2025-06-23

How to Cite

Kyeyune, R., Engotoit, B., Katarahweire, E. A., Kasule, A., & Kituyi, M. G. (2025). Technological readiness and integration of digital technologies for teaching in government aided primary schools in Uganda. Forum for Education Studies, 3(3), 2918. https://doi.org/10.59400/fes2918

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Vol. 3 No. 3 (2025)

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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