Thesis
A comparative study of secondary school teachers’ integration of ICT into their pedagogical practices in Egypt and Scotland
- Creator
- Rights statement
- Awarding institution
- University of Strathclyde
- Date of award
- 2025
- Thesis identifier
- T17375
- Person Identifier (Local)
- 201950841
- Qualification Level
- Qualification Name
- Department, School or Faculty
- Abstract
- Integration of information and communication technology (ICT) at secondary education has become an innovative approach to improve learning , promote digital literacy, and get pupils ready for a technologically driven future. ICT can also be considered as one of the main pillars of the educational reform as technology competencies and digital literacy have become an essential prerequisite for global competitiveness. Egypt and Scotland share this vision and have similar goals that are related to ICT integration at secondary education. Both countries acknowledge that ICT integration can develop secondary education and promote equity, inclusion, and creativity. Both countries have launched different ICT projects that provide teachers and pupils at secondary schools with educational technologies such as iPads/tablets and laptops. These projects aim to help teachers and pupils benefit from these technological innovations in the development of the teaching and learning process. Nevertheless, the unique characteristics of each country have shaped the outcomes of these ICT projects in education, in general, and at secondary education, in particular. Though Scotland was able to abolish most of the barriers that could hinder the process of ICT integration in education, these barriers still, to some extent, exist in Egypt. The present research is, to the best of my knowledge, the first study that investigates ICT integration at secondary education in Egypt and Scotland. It aims to 1) investigate how these differences have affected the experiences of secondary school teachers with ICT integration in both countries, 2) how each country managed to overcome the shortcomings, and 3) what are the considerations of each country for future developments in their education systems. It compares the experiences of secondary school teachers with ICT integration in Egypt and Scotland. Each country holds fundamental differences in the socio-economic circumstances, infrastructure capabilities, cultural norms, and policy approaches. The present research lends the lens of secondary school teachers in Egypt and Scotland to understand their experiences in integrating ICT in their teaching practices. Participants were twenty secondary school teachers: twelve from Egypt and eight from Scotland. Participants teach different subjects such as English, French, Biology, Physics, Mathematics, computer sciences, and Social Studies. They have considerable teaching experience that ranges between two to thirty years. Findings revealed a number of interesting results that distinguish the process of ICT integration in Egypt and Scotland and explain the effect of ICT implementation at secondary education. Participants considered ICT integration an opportunity for them to develop their teaching practices, however they perceived a number of factors that have positively and/or negatively affected their ability to integrate ICT into their teaching practices. These factors are a) the implementation of relevant ICT policies at initial teacher education programmes, b) schools’ digital infrastructure, c) and teachers’ professional development programmes as well. In Egypt, findings revealed that ICT integration at secondary schools in Egypt was limited. Participants regarded it as a burden rather than a development tool. Findings showed that stakeholders focused heavily on providing secondary schools with ICT technologies rather than abolishing the barriers could hinder this process. Secondary school teachers in Egypt did not have the opportunity to integrate ICT in their teaching practices due to several conditions that made ICT integration a complicated process. Participants perceived Teacher Education (ITE) as one of the primary barriers to integrate ICT in education. ICT is not integrated in the curriculum of ITE programmes as pre-service teachers study it as a standalone module that is more theoretical than practical. Curriculum at secondary education is not linked to the curriculum of ITE programmes. Infrastructure at secondary schools suffer from several issues such as shortage of school buildings, overcrowded classrooms, limited internet access and power supply interruptions. Classrooms are always overcrowded with an average of fifty pupils in each classroom. These issues have hindered secondary school teachers from employing ICT technologies such as interactive boards in different learning activities. Furthermore, findings revealed that the provision of professional development in Egypt did not fulfil participants’ aspirations to understand the proper practices of ICT integration in their teaching practices. Participants reported that they lack the appropriate pedagogical training and technical skills that are required to integrate ICT into their teaching practices successfully. They said that teachers’ professional development programmes emphasized on developing their essential technical skills in favour of sophisticated digital pedagogy. Therefore, ICT integration did not yet result in tangible reform at secondary education in Egypt. On the contrary, policy makers in Scotland managed to pave the way for better ICT integration at secondary education. Findings showed that the continuous review of ICT policies implementation and the reform of ITE programmes have supported the success of ICT integration in Scotland. The structure of Initial teacher education (ITE) was one of the supportive factors in this success. Tertiary institutes have linked the secondary education curriculum (i.e., Curriculum for Excellence (CfE) ) to the curriculum of ITE programmes. ICT was an essential element that pre-service teachers practiced while studying the different areas that are covered by the CfE. Thus, secondary school teachers in Scotland had the opportunity to understand the essential role of ICT in their teaching practices and to employ ICT during the school placements . Findings revealed that the availability of ICT tools in the classrooms was reported to be beneficial for participants in Scotland. Findings showed that secondary schools in Scotland have a reliable infrastructure with stable internet connectivity and power supply. Findings also showed that secondary schools in Scotland did not suffer from shortage of school buildings or overcrowded classrooms. The current average number of pupils in the classroom is 25 pupils. Teachers’ professional development programmes were well-established with a robust framework. Policy makers have considered digital competency a fundamental part of teaching standards to ensure that secondary school teachers are well prepared to integrate ICT in their teaching practices. Participants reported that these programmes have enabled them to develop their teaching professionalism and enhance their self-confidence in technology skills. Thus, it can be said that findings showed that participants’ professional development in Scotland was significantly better than Egypt.
- Advisor / supervisor
- Rivers, Ian
- Nikou, Stavros A.
- Beck, Anna
- Resource Type
- DOI
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