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ICT policy implementation in higher education institutions in Namibia: A survey of students’ perceptions

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Abstract

The purpose of this paper is to analyse the factors that affect the perception of the implementation of the ICT policy in education in the empirical context of higher education in Namibia from a students’ perspective. The paper explains the current situation regarding ICT policy in higher education in Namibia. There are no studies that could be found to have measured these factors in a developing country in Africa. A quantitative approach was followed in this study. Data were collected using a structured questionnaire and were analysed by means of descriptive statistics, exploratory factor analysis and multiple linear regression analysis. The perception of the implementation of the ICT policy in higher education in Namibia is affected mostly by lack of ICT literacy and limited access to learning and training content. Some of the challenges from past studies were also reconfirmed in this study, though they were investigated in a different context. This study also identified new challenges that affect the perception of the implementation of ICT policy in higher education, specifically from a developing country context. The findings in this study should be confirmed by further research to help developing economies evaluate their ICT policies in education and their outcomes.

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Authors and Affiliations

  1. Namibia Business School, University of Namibia, Windhoek, Namibia

    Erisher Woyo

  2. Department of Information Technology, Faculty of Information Technology, International University of Management, Windhoek, Namibia

    Gladys Dadirai Rukanda

  3. Centre of IT Excellence and Cyber Security, South Metropolitan TAFE, College, Thornile, Australia

    Zanele Nyamapanda

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  1. Erisher Woyo
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  2. Gladys Dadirai Rukanda
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  3. Zanele Nyamapanda
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Correspondence to Erisher Woyo.

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Woyo, E., Rukanda, G.D. & Nyamapanda, Z. ICT policy implementation in higher education institutions in Namibia: A survey of students’ perceptions. Educ Inf Technol 25, 3705–3722 (2020). https://doi.org/10.1007/s10639-020-10118-2

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