This study investigated teachers’ preparedness, attitudes, and the perceived impact of technology use in lesson delivery in selected Zimbabwean secondary schools. Guided by the Technology Acceptance Model (TAM) and the Technological Pedagogical Content Knowledge (TPCK) Framework, it examined how teacher readiness, institutional support, and infrastructure affect ICT integration. Quantitative data from 59 teachers were analysed using SPSS version 30. Results indicated that teachers generally had positive attitudes and moderate ICT competence, recognising technology’s benefits for student engagement and performance. However, inadequate infrastructure and limited support constrained effective use. The study recommends continuous training, improved resources, and supportive policies for sustainable ICT-driven education.
Mbona et al. (2026) studied this question.