Transforming Educator Practices Through ICT Training: Insights from Malaysian Schools
DOI:
https://doi.org/10.53797/anp.jssh.v6i1.8.2025Keywords:
ICT Integration, teacher professional development, sustainability education, teaching practicesAbstract
This study evaluates the transformative impact of Information and Communication Technology (ICT) training programs on educators' teaching methodologies, beliefs, and attitudes. Conducted among 103 educators from diverse academic disciplines in Klang Valley, Malaysia, the research highlights how ICT training fosters confidence in using technology, enhances reflective practices, and facilitates the integration of sustainability principles into teaching. Quantitative data collected through structured surveys reveal that educators increasingly adopt innovative, student-centered teaching approaches post-training, while systemic barriers, such as limited resources and institutional support, persist as challenges. The findings underscore the critical role of continuous professional development in ICT to promote pedagogical innovation and improve educational outcomes. This study provides actionable insights for designing more effective ICT training programs and informing policy development for education in the digital age.
Downloads
References
Abbas, M., Hassan, K. H. U., & Rehman, R. U. (2023). Exploring the role of ict in developing teachers’ icts competencies through promotion-linked-training bs 17 to bs 18 qaed during plt at the punjab level. Journal of Social Sciences Review, 3(1), 747-757. https://doi.org/10.54183/jssr.v3i1.209
Adesote, A. S. (2022). The Place of Information and Communication Technology in the Effective Teaching and Learning of History in the Nigerian Educational Institutions In The 21st Century. International Journal of Educational Review, 4(2), 227-242. https://doi.org/10.33369/ijer.v4i2.23689
Al-Ansi, A. M., Garad, A., & Al-Ansi, A. (2021). ICT-based learning during Covid-19 outbreak: Advantages, opportunities and challenges. Gagasan Pendidikan Indonesia, 2(1), 10-26. http://dx.doi.org/10.30870/gpi.v2i1.10176
Alda, W. R., Elejorde, G. C., & Alda, R. C. (2022). Techmentoring program: A school-based ICT initiative for teachers. Journal of Research, Policy & Practice of Teachers and Teacher Education, 12(2), 82-97. https://doi.org/10.37134/jrpptte.vol12.2.6.2022
Al‐Mamary, Y. H. S. (2022). Examining the factors affecting the use of ICT in teaching in Yemeni schools. Journal of Public Affairs, 22(1), e2330. https://doi.org/10.1002/pa.2330
Amponsah, B., & Stonier, F. (2020). Effects of ICT on teaching and learning: a review of related literature. International Journal of Scientific Advances, 1(2), 119-123. https://doi.org/10.51542/ijscia.v1i2.9
Asare, S., Amponsah, A., Owusu-Mintah, C., Abrefah-Mensah, E., & Osei Frimpong, K. (2023). Analysis of policy frameworks for integrating ICT in Ghanaian education: implications for teacher education and professional development: a systematic review. American Journal of Education and Technology, 2(3), 123-128. https://doi.org/10.54536/ajet.v2i3.1888
Aslan, A., & Zhu, C. (2016). Influencing factors and integration of ICT into teaching practices of pre-service and starting teachers. International Journal of Research in Education and Science, 2(2), 359. https://doi.org/10.21890/ijres.81048
Bariu, T., Chun, X., & Boudouaia, A. (2022). Influence of teachers’ competencies on ICT implementation in Kenyan universities. Education Research International, 2022(1), 1370052. https://doi.org/10.1155/2022/1370052
Divaharan, S., & Koh, J. H. L. (2010). Learning as students to become better teachers: Pre-service teachers' IWB learning experience. Australasian Journal of Educational Technology, 26(4), 553-570. https://doi.org/10.14742/ajet.1072
Donnelly, D., McGarr, O., & O’Reilly, J. (2011). A framework for teachers’ integration of ICT into their classroom practice. Computers & education, 57(2), 1469-1483. https://doi.org/10.1016/j.compedu.2011.02.014
El Kartouti, S. E., & Juidette, S. (2023). The impact of information and communication technologies for education on improving student learning, and the consequences on the environment. In E3S Web of Conferences (Vol. 412, p. 01021). EDP Sciences. https://doi.org/10.1051/e3sconf/202341201021
El Nabahany, U., & Juma, S. (2019, April). Integrating ICT in pre-service teacher education in Zanzibar: Status, challenges and opportunities. In International Conference on Sustainable ICT, Education, and Learning (pp. 117-124). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-28764-1_14
Elstad, E., & Christophersen, K. A. (2017). Perceptions of digital competency among student teachers: Contributing to the development of student teachers’ instructional self-efficacy in technology-rich classrooms. Education Sciences, 7(1), 27. https://doi.org/10.3390/educsci7010027
Farrukh, S., & Singh, S. P. (2014). Teachers attitude towards use of ICT in technical and non-technical institutes. Journal of Educational and Social Research, 4(7), 153-160. https://doi.org/10.5901/jesr.2014.v4n7p153
Fluck, A., & Dowden, T. (2013). On the cusp of change: examining pre‐service teachers' beliefs about ICT and envisioning the digital classroom of the future. Journal of Computer Assisted Learning, 29(1), 43-52. https://doi.org/10.1111/j.1365-2729.2011.00464.x
Gasaymeh, A. M., Al-hasanat, H., Kraishan, O., & Abutayeh, K. (2017). Motivational factors affecting the integration of information and communication technology (ICT) in education by faculty members: a developing country perspective. International Journal of Education, 9(3), 168-182. https://doi.org/10.5296/ije.v9i3.11667
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and learning with technology: Effectiveness of ICT integration in schools. International journal of research in education and science, 1(2), 175-191. https://doi.org/10.21890/ijres.23596
Goldhaber, A. B. (2021). Impact of ict integration on quality of education among secondary schools in usa. Journal of Education, 4(6), 53-61. https://doi.org/10.53819/81018102t5015
Goldstein, O., & Tessler, B. (2017). The impact of the national program to integrate ICT in teaching in pre-service teacher training. Interdisciplinary Journal of E-Learning and Learning Objects, 13(1), 151-166. https://doi.org/10.28945/3876
Hasin, I., & Nasir, M. K. M. (2021). The Effectiveness of the Use of Information and Communication Technology (ICT) in Rural Secondary Schools in Malaysia. Journal of Education and e-Learning Research, 8(1), 59-64. https://doi.org/10.20448/journal.509.2021.81.59.64
Hussaini, A. R., Ibrahim, S., Ukhurebor, K. E., Jokthan, G., Ndunagu, J. N., Abiodun, A. O., … & Nalwadda, D. (2023). The influence of information and communication technology in the teaching and learning of physics. International Journal of Learning, Teaching and Educational Research, 22(6), 98-120. https://doi.org/10.26803/ijlter.22.6.6
Igwe, D. O. (2012). The Roles of ICT Development in Open and Distance Education: acheivements, prospects and challenges. African Journal of Teacher Education, 2(2), 1-14. https://doi.org/10.21083/ajote.v2i2.1827
Ismail, I., Azizan, S. N., & Azman, N. (2020). Teachers’ attitudes towards the integration of ICT in teaching and learning in Malaysian schools. Journal of Education Technology, 42(3), 125–140.
Jain, S., & Alam, M. A. (2022). Review of Forthcoming ICT-Enabled Applications Promoting Learning in Higher Education. In ICT with Intelligent Applications: Proceedings of ICTIS 2021, Volume 1 (pp. 613-621). Springer Singapore. https://doi.org/10.1007/978-981-16-4177-0_61
Khalid, F., Joyes, G., Ellison, L., & Karim, A. (2013). Teachers' involvement in communities of practice: An implication with regard to the current approach of teachers' professional development in Malaysia. Asian Social Science, 9(16), 102. https://doi.org/10.5539/ass.v9n16p102
Khan, M. S., Khan, I., & Khan, S. (2020). The role of ICT in modern education: A review of global perspectives. Educational Review International, 39(2), 15–25.
Kithungu, R. M., Gakunga, D. K., & Nungu, M. (2021). A teaching strategy based upon a model of agentic learning. Journal of Studies in Education, 11(1), 58. https://doi.org/10.5296/jse.v11i1.17285
Lau, W. W. F. and Yuen, A. (2013). Educational technology training workshops for mathematics teachers: an exploration of perception changes. Australasian Journal of Educational Technology, 29(4). https://doi.org/10.14742/ajet.335
Li, L. (2023). The effect of preservice english teachers’ design thinking on their ict competencies in hebei: the mediating role of ict integration self-efficacy beliefs. World Journal of English Language, 13(8), 307. https://doi.org/10.5430/wjel.v13n8p307
Lovianova, I., Krasnoschok, A., Kaluhin, R., Kozhukhar, O., & Dmytriyev, D. (2021). Methodical preparation as a means of developing prospective mathematics teachers' ICT competency. Educational Technology Quarterly, 2021(2), 331-346. https://doi.org/10.55056/etq.14
Mavroudi, A. and Tsagari, D. (2018). Profiling of english language teachers as trainees in an online course and ensuing implications. Computers &Amp; Education, 126, 1-12. https://doi.org/10.1016/j.compedu.2018.06.029
Ministry of Education Malaysia. (2021). Malaysia Education Blueprint 2013–2025: Progress Review.
Nguyen, T., van Rensburg, H., & Taylor, M. (2021). Barriers to ICT adoption in education: A focus on teacher preparedness. Educational Technology Research Journal, 59(4), 289–304.
Ören, F. Ş. (2017). Which technologies do pre-service teachers prefer to use while presenting their teaching skills and for what purposes do they use these technologies?. Higher Education Studies, 7(3), 103. https://doi.org/10.5539/hes.v7n3p103
Onwuagboke, B. B. C. (2023). Enhancing pre-service art teachers’ ICT skills using ICT integrated teaching model. International Journal of Research, 12(6), 9-20. https://doi.org/10.5861/ijrse.2023.31
Owusu-Sekyere, K., & Darkeh, A. H. (2022). Physics Tutors' Self-Efficacy and Use of Information and Communication Technology (ICT) for Research Activities in the Colleges of Education in Ghana. Issues and Ideas in Education, 10(1), 21-30. https://doi.org/10.15415/iie.2022.101003
Oyerinde, Y., & Bankole, F. (2019). Investigating the efficiency of ICT infrastructure utilization: A data envelopment analysis approach. In Information and Communication Technologies for Development. Strengthening Southern-Driven Cooperation as a Catalyst for ICT4D: 15th IFIP WG 9.4 International Conference on Social Implications of Computers in Developing Countries, ICT4D 2019, Dar es Salaam, Tanzania, May 1–3, 2019, Proceedings, Part I 15 (pp. 633-646). Springer International Publishing. https://doi.org/10.1007/978-3-030-18400-1_52
Portero, G. H., & Bravo, P. C. (2022). The Use of ICT in Secondary Music Education and Its Relationship with Teachers' Beliefs. Digital Education Review, 42, 1-15. https://doi.org/10.1344/der.2022.42.1-15
Rahman, S., Karim, R., & Nordin, M. (2022). Resistance to change: Exploring teachers’ perceptions of ICT integration. Asian Journal of Education, 47(1), 56–72.
Saif, S. M., Ansarullah, S. I., Ben Othman, M. T., Alshmrany, S., Shafiq, M., & Hamam, H. (2022). Impact of ICT in modernizing the global education industry to yield better academic outreach. Sustainability, 14(11), 6884. https://doi.org/10.3390/su14116884
de Silva, A. (2017). Research on ICT Development and Training for Teachers in the Western Province of Sri Lanka. Available at SSRN 4022912. https://doi.org/10.21203/rs.3.rs-2151843/v1
Suárez-Rodríguez, J., Almerich, G., & Orellana, N. (2018). Factors influencing teachers’ ICT integration. Computers & Education, 125, 75–88.
Suliman, A., Yunus, M. M., & Nor, M. Y. M. (2019). Delving into the cognizance of information and communication technology (ict) among undergraduate students. International Journal of Innovative Technology and Exploring Engineering, 8(11), 1026-1031. https://doi.org/10.35940/ijitee.i8472.0981119
Tondeur, J., Aesaert, K., Prestridge, S., & Consuegra, E. (2018). A multilevel analysis of what matters in the training of pre-service teacher's ICT competencies. Computers & Education, 122, 32-42. https://doi.org/10.1016/j.compedu.2018.03.002
UNESCO. (2021). ICT in education: Trends and perspectives for the future.
Voogt, J., Knezek, G., Cox, M., Knezek, D., & ten Brummelhuis, A. (2020). Conditions for ICT impact on teaching and learning: Research and practice. Journal of Computer Assisted Learning, 36(1), 4–14.
Wang, Q., & Zhao, G. (2021). ICT self‐efficacy mediates most effects of university ICT support on preservice teachers' TPACK: Evidence from three normal universities in China. British Journal of Educational Technology, 52(6), 2319-2339. https://doi.org/10.1111/bjet.13141
Zainal, A. Z., & Zainuddin, S. Z. (2020). Technology Adoption in Malaysian Schools: An Analysis of National ICT in Education Policy Initiatives. Digital Education Review, 37, 172-194.
Zhong, R., Tang, Y., & Zhu, Q. (2020). The influence of ICT training on teaching beliefs and practices: A meta-analysis. Educational Research Review, 31, 100–120.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Norazzila Shafie, Hamidah Mat, Oo Cheng Keat, Mohd Lokman Abdullah, Zahari Hamidon
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
