Challenges in Adopting Computer Studies in Public Secondary Schools in Kasama District, Zambia

This study investigated the challenges faced in the adoption of Computer Studies as a subject in five selected public day secondary schools in Kasama District, Northern Province of Zambia. The research employed a mixed-methods approach, utilizing questionnaires and interviews to collect data from head teachers, subject teachers, and pupils. The findings revealed significant challenges including shortage of computers, lack of teaching and learning materials, overcrowded classrooms, teacher absenteeism, inadequate furniture, and insufficient trained teachers. The pupil-to-computer ratio ranged from 3:1 to 4:1 in some schools, negatively impacting practical learning experiences. The study recommends increased government investment in ICT infrastructure, establishment of public-private partnerships, prioritization of teaching materials procurement, and enhanced teacher training programs. The findings contribute to understanding the implementation gaps in Zambia's educational technology policy and provide practical recommendations for improving Computer Studies delivery in resource-constrained environments.