Examining factors that impede effective implementation of ICT-based curriculum in Namibian primary schools

The implementation of an ICT-based curriculum in schools has received both favour and criticism on a global scale. Namibia has also been compelled to create and include an ICT-based curriculum in its educational systems due to the global demand for digital literacy. This qualitative study sought to investigate the barriers to the effective implementation of an ICT-based curriculum in Namibian primary schools in the Otjozondjupa region. A purposive sampling technique was used to select eight principals and 16 ICT-based curriculum teachers from eight primary schools. Structured questionnaires and semi-structured interviews were used to solicit data from the samples, respectively. The study's findings showed that the effective implementation of ICT-based curriculum is hindered by a lack of ICT infrastructure, resources, internet connectivity and electrification, technical support, professional teacher training, and proficiency in ICT-based curriculum. Based on the findings, suggestions were also made for teachers to get comprehensive pre- and in-service training.