Investigating Perspectives of Students on Barriers to ICT Integration in Higher Education: A Case Study of the English Department at the School of Arts and Humanities of Sidi Mohamed Ben Abdellah University
DOI:
https://doi.org/10.54536/ajet.v5i2.7563Keywords:
Higher Education, ICT, Language Learning, Language Teaching, MoroccoAbstract
Ever since the emergence of Information and Communication Technology (ICT), there have been growing demands for its integration in higher education (HE). In response to these demands, Moroccan higher education institutions have implemented several national strategies and digital initiatives that aim to modernize universities and enhance teaching and learning processes. Despite these efforts, effective ICT integration within Moroccan universities remains limited, especially within public institutions. Therefore, the present study aims to explore and understand the barriers to ICT integration in Moroccan higher education from the perspectives of students. It adopts a mixed-methods approach that combines quantitative and qualitative data collected through a questionnaire administered to students of the English Department at the School of Arts and Humanities of Sidi Mohamed Ben Abdellah University. The study examines both internal and external barriers influencing ICT integration among students and their professors, as perceived by students. The findings reveal that ICT integration remains limited due to a wide range of internal and external barriers. External barriers are mainly related to infrastructural and institutional factors such as limited access to ICT resources, technical problems, and lack of support, while internal barriers are linked to attitudes, skills, resistance to change, and classroom practices. The study also shows that although ICT is widely recognized as important and is frequently used by students, its integration in teaching practices remains very basic rather than transformative. These findings highlight the gap between the presence of ICT and its effective pedagogical integration in Moroccan higher education.
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