Abstract
Dissertation study investigated the facilitators' perspectives and challenges on integrating Information and Communication Technology (ICT) within the Sector Education and Training Authority (SETA) learning ecosystem. Understanding the obstacles of facilitators in ICT integration in vocational training becomes increasingly important as the need for technology-driven education and digital literacy rises. The study employed a qualitative research approach, including in-depth interviews with facilitators, to uncover the complexities of ICT adoption in the SETA context.
The findings revealed several critical barriers to effective ICT integration, including outdated hardware and software, unreliable internet connectivity, insufficient technical and financial support, and a lack of comprehensive training for facilitators. These challenges were exacerbated by resistance to change among some educators and a predominantly reactive support system. The research highlighted the detrimental impact of these barriers on the delivery of vocational training, resulting in reduced student engagement and learning outcomes.
On the other hand, the research highlights important drivers that can improve ICT integration, including continued professional development initiatives, higher ICT infrastructure spending, and the creation of an aggressive and encouraging organisational culture. Recommendations include prioritizing digital literacy training for educators, ensuring equitable access to up-to-date technological resources, and fostering an environment that encourages the adoption and effective use of ICT tools.
This dissertation provided valuable insights for policymakers, educational leaders, and stakeholders in the SETA framework, offering practical solutions to improve ICT integration in vocational education. By addressing the identified challenges and leveraging the proposed facilitators, the SETA learning ecosystem can better prepare learners for the digital economy, thereby enhancing the overall quality and efficiency of vocational training programs.