The integration of Information and Communication Technology (ICT) into secondary education is crucial for equipping students with the necessary digital skills for the modern economy. However, in Lesotho, ICT education faces substantial challenges, including inadequate infrastructure, limited teacher training, and disparities in student engagement. This study investigated the factors influencing students’ behavioral intention and actual learning of ICT education using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study employed a quantitative, cross-sectional survey design, collecting data from 670 secondary school students across 25 schools in three regions of Lesotho. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), the study found that effort expectancy and social influence were the strongest predictors of students’ behavioral intention to learn ICT, while facilitating conditions significantly influenced actual learning outcomes. Our findings highlight the importance of accessible ICT resources, peer and teacher encouragement, and perceived ease of use in shaping students’ ICT learning experiences. These insights provide a foundation for educational policies aimed at improving digital literacy in resource-constrained environments. The study conclude that targeted interventions such as improved infrastructure, teacher training, and curriculum development are necessary to enhance ICT education. The study calls on policymakers to prioritize ICT integration to ensure equitable digital education access.
Motai et al. (Mon,) studied this question.
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