Vol. 51 No. 2 (2025): Journal of Indian Education
Articles

Teachers’ Readiness in Integrating ICT in Teaching and Learning in Rural Government Schools of India, Using an Exploratory and Confirmatory Factor Analysis Approach

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  • Abhay Kumar,
  • Amarendra Prasad Behera,
  • Deepty Gupta,
  • Shibu Das,
  • Monika Bhakuni,
  • Chichuan Naik,
  • Rejaul Karim Barbhuiya
Abhay Kumar
`Associate Professor, Planning and Research Division, CIET, NCERT, New Delhi
Amarendra Prasad Behera
Professor and Head, Planning and Research Division, CIET, NCERT, New Delhi
Deepty Gupta
Assistant Professor, Inter-University Centre for Teacher Education, Banaras Hindu University, Varanasi
Shibu Das
Junior Project Fellow, CIET, NCERT, New Delhi
Monika Bhakuni
Academic Consultant, CIET, NCERT, New Delhi
Chichuan Naik
District Programme Manager, Watershed Support Services and Activities Network India, Rayagada, Odisha
Rejaul Karim Barbhuiya
Assistant Professor, Department of ICT, CIET, NCERT, New Delhi

Published 2026-07-15

Keywords

  • Teacher Competency,
  • Exploratory and Confirmatory Factor Analysis,
  • Teacher Readiness,
  • ICT Integration,
  • Attitude

How to Cite

Kumar, A., Behera, A. P., Gupta, D., Das, S., Bhakuni, M., Naik, C., & Barbhuiya, R. K. (2026). Teachers’ Readiness in Integrating ICT in Teaching and Learning in Rural Government Schools of India, Using an Exploratory and Confirmatory Factor Analysis Approach. JOURNAL OF INDIAN EDUCATION, 51(2), p.84-111. https://ejournals.ncert.gov.in/index.php/jie/article/view/5617

Abstract

This study assesses teachers’ readiness to integrate Information and Communication Technology (ICT) in rural government schools of India, with a focus on competency, attitude, and usage. Using a multistage stratified random sampling method, data were collected from 235 teachers across three Regional Institutes of Education (RIE)-adopted blocks, namely Ichhawar, Chillika, and Hurda. Exploratory Factor Analysis (EFA) identified key dimensions, including three competency factors (advanced pedagogical skills, basic ICT literacy, and peripheral handling), two factors each for positive and negative attitudes, and two types of ICT usage (instructional and administrative). Confirmatory Factor Analysis (CFA) validated the proposed model, demonstrating high reliability (Cronbach’s α > 0.86).

The findings indicate that teachers possess basic ICT skills and generally hold positive perceptions regarding the educational value of ICT. However, the use of advanced digital tools, such as MOOCs and Free and Open-Source Software (FOSS), remains limited. Negative perceptions, including concerns about increased workload and reduced confidence, continue to impede deeper integration. ICT usage is largely confined to basic instructional purposes, with minimal application in administrative tasks. The study highlights the need for targeted capacity-building initiatives, enhanced technical support, promotion of FOSS, and institutional incentives. While rural teachers exhibit partial readiness for ICT integration, sustainable digital transformation requires comprehensive training, infrastructure development, and policy support.

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