Preservice teachers’ experiences of using ICT in English education programmes at Nepali universities

The growing use of information and communication technology (ICT) in education has created new opportunities for English language teachers by enhancing the accessibility of educational resources and fostering interactive pedagogical practices. In this context, this study examines how preservice English teachers in Nepali universities experience ICT use in their teacher education programmes. Adopting an interpretive paradigm, it employed a qualitative design using semi-structured interviews with ten purposively selected preservice English teachers pursuing a master’s degree in English education at two campuses in Karnali Province. The data were analysed through reflexive thematic analysis, flexing four themes: (1) ICT as a means of promoting professional and pedagogical competences, (2) a shift from traditional instruction towards student-centered learning, (3) developing interaction and collaboration among teachers and students, and (4) resilience in navigating institutional and technical constraints. While preservice English teachers valued the use of ICT in teaching and learning, they reported challenges, such as their inadequate technical skills, poor ICT infrastructure in educational institutions, irregular electricity supply, and a lack of institutional initiatives for teachers. The study suggests that ICT integration in teaching English has significant value; however, its success requires not only technological access but also the alignment of preservice teachers’ techno-pedagogical competencies, institutional supports, and contextual readiness at Nepali universities.