INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
MANAGEMENT & APPLIED SCIENCE (IJLTEMAS)
ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XVI, Issue I, January 2025
www.ijltemas.in Page 298
Digital Initiatives in Education: The Impact of Information and
Communication Technology (ICT) Use in Classroom-Based
Teaching and Learning within the Education 5.0 Mantra
1
Eusebius Pio,
2
Charity Caroline Chadzimura,
3
Rutendo Selina Badza
1
Student University of Zimbabwe
2,3
Lecturer University of Zimbabwe
DOI : https://doi.org/10.51583/IJLTEMAS.2025.1401032
Received: 24 January 2025; Accepted: 04 February 2025; Published: 18 February 2025
Abstract: The 21
st
Century demands have brought a positive wave in the classroom through the coming in of the digital
initiatives. This paper investigates the role of digital initiatives in education, concentrating on how Information and
Communication Technology (ICT) influences classroom teaching and learning within the context of Education 5.0. As the
educational landscape changes, the integration of ICT has become essential for improving teaching practices and engaging
learners. This research looks into how ICT tools enable interactive learning environments, support collaborative learning, and
offer access to a wide range of educational resources. Furthermore, it underscores the obstacles educators encounter when trying
to incorporate these technologies and emphasizes the necessity for professional development to successfully integrate ICT into
educational programs. By utilizing both qualitative and quantitative analysis, this study seeks to shed light on the transformative
capabilities of ICT in creating a more dynamic and inclusive educational experience, ultimately aiding in the achievement of the
objectives of Education 5.0.
Key Words: Digital, technology, ICT, Education 5.0
Definition of Keywords
According to Torero (2020) assert that ICT encompasses equipment and services. ICT includes the computing industry (hardware,
software, inputs, outputs, networks that’s the internet and all related services); electronic data processing and display (such as
photocopiers, cash registers, calculators and scanners, as well as myriad of less well known machines specifically tailored to
production and manufacturing); telecommunications and related services such as fixed and cellular telephones, facsimile
machines, instant messaging, teleconferencing, and so on; and audiovisual equipment and services including television, radio,
video, DVDs, digital cameras, compact discs, MP3 players and so on (Ndebele, 2019).
According to Chirume (2020) Education 5.0 is a philosophy which promotes the application of gained knowledge on the local
environment to produce goods and services. It focuses on 5 pillars: research, teaching, community service, innovation and
industrialization.
I. Introduction
The education landscape is rapidly evolving due to advancements in Information and Communication Technology (ICT).
Education 5.0 aims to integrate technology with human needs, aligning learning outcomes with societal and economic demands.
ICT enhances teaching methods, student involvement, and promotes critical thinking, creativity, and teamwork. This introduction
explores the effects of ICT on education, examining how digital initiatives transform teaching practices, improve accessibility,
and prepare students for a digitalized future.
Conceptual Framework
The fusion of Information and Communication Technology (ICT) in education has transfigured teaching and learning practices
globally. The Education 5.0 framework, which emphasizes a holistic approach to education with a cultural flavour, seeks to satisfy
the needs of the contemporary century by focusing on sustainability, innovation, and the development of skills relevant to modern
economies. This framework builds on previous educational models, including education 1.0 (traditional teacher-centred
approaches), education 2.0(collaborative and interactive learning), and education 3.0/4.0 (technology-enhanced learning).
Initially the Ministry of Education adopted Education 3.0 which was made up of only 3 pillars: Teaching, Research and
Community service. The vision 2030 embeds ICT in all national development strategies as an enabling tool for development. The
vision 2030 also emphasizes developing a curriculum that speaks to the requirements of the industry emphasizing on Science,
Technology, Engineering and Mathematics (STEM) subjects. However, the ministry discovered in-order to achieve vision 2030,
knowledge without goods and services is not more important hence the adoption of Education 5.0. The philosophy includes two
more pillars: innovation and industrialization. ICT then became an important subject as the
Generally, literature and media observed the difficulties in the utilization of ICT tools in the educational process. Some authors
have highlighted that ICT use is not appropriate for rural secondary school learners (Ramirez, 2020). According to Adigun (2021)
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XVI, Issue I, January 2025
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rural schools often lack robust ICT infrastructure, including reliable internet connectivity and electricity. For that same reason,
the adoption of ICT is burdensome in third world countries, Zimbabwe in particular, which has inadequate technology
infrastructure, no ICT integration plans in place, ICT resource scarcity, technical challenges and teacher incompetence (Chiremba,
2024). According to Matevera (2024) more than 14000 computers have been distributed to 719 schools nationwide under the
ongoing e-learning program being spearheaded by the second republic. However, the question is, “what are the effects of the use
of ICT in the educational process?”. Therefore, it is imperative to have a deep understanding of the effects of the application of
ICT in educational process in-order to find solutions to reduce the negative effects to complement the efforts made by educational
stakeholders in promoting ICT in educational
Theory Underguiding the Study
Connectivism
Connectivism, as developed by George Siemens, posits that learning occurs through the formation of networks and connections
facilitated by technology. In the context of Education 5.0, which emphasizes the integration of advanced technologies in
education, Connectivism highlights the importance of digital tools in creating learning environments where students can engage
with information and each other in meaningful ways. This theory suggests that knowledge is not merely acquired but constructed
through interactions within a network of peers, educators, and digital resources (Siemens, 2005).
In Zimbabwe, where educational institutions are increasingly adopting ICT, Connectivism underscores the potential for
collaborative learning experiences that transcend traditional classroom boundaries. Students can leverage online platforms to
share knowledge, engage in discussions, and access diverse resources, thereby enhancing their learning outcomes.
Diffusion of Innovations Theory
The Diffusion of Innovations Theory, proposed by Everett Rogers, examines how new ideas and technologies spread within a
society. This theory is particularly relevant in understanding how ICT tools are adopted in Zimbabwean educational settings. It
identifies key factors that influence the adoption process, including the perceived advantages of the innovation, compatibility with
existing values and practices, and the complexity of the technology (Rodgers, Singhal, & Quinlan, 2014).
In the context of Education 5.0, this theory can help analyse the barriers and facilitators to ICT adoption in Zimbabwean schools.
For instance, understanding how educators perceive the benefits of using ICT in their teaching can inform strategies to promote
its integration. Additionally, the theory emphasizes the role of early adopters and opinion leaders in influencing their peers, which
can be crucial in fostering a culture of innovation within educational institutions.
Social Learning Theory
Albert Bandura's Social Learning Theory emphasizes the role of observation, imitation, and modelling in the learning process.
This theory is particularly relevant in the context of ICT, as digital platforms provide numerous opportunities for learners to
observe and learn from others, including peers, educators, and experts (Stafford, 2023)
In Zimbabwe, the use of ICT can facilitate social learning by enabling students to engage in collaborative projects, participate in
online discussions, and access a wealth of educational resources. By observing the behaviours and strategies of others in digital
environments, learners can enhance their understanding and skills, making Social Learning Theory a vital component of the
educational framework.
Integrating the Theories
In conclusion the integration of Connectivism, Diffusion of Innovations, and Social Learning Theory provides a comprehensive
framework for understanding the effects of ICT in Education 5.0 in Zimbabwe.
Connectivism emphasizes the importance of networks and collaborative learning, highlighting how ICT can facilitate
connections among learners and resources.
Diffusion of Innovations offers insights into the adoption process of ICT, helping to identify factors that influence its
integration into educational practices.
Social Learning Theory underscores the significance of observational learning in digital environments, illustrating how
students can benefit from engaging with peers and experts online.
Together, these theories inform educational policies and practices aimed at enhancing the use of ICT in Zimbabwean schools,
ultimately contributing to improved teaching and learning outcomes in the context of Education 5.0.
II. Literature Review
For the purpose of this study only a few of early writers are summarized and connected to how they impact the use of ICT in
schools. In 2009, Van Meter Community School in Iowa adopted a one-to-one laptop initiative in grades 6-12 (Miller&Shannon,
2011). Since the launch of this program, the school has reported that there was an evolving atmosphere of respect, creativity,
collaboration, and connection (Suzor, 2022). They also say that independent thinking and learning has prevailed at their school
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XVI, Issue I, January 2025
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(Kaseve, 2023). Through this educational transformation, Van Meter has become a place where students can find their passion
(Miller, 2019). This shows that ICT has unquestionably impacted the teaching and learning process. These effects show the
positive relationship between ICT and Sustainable Development Goal 4 (SDG4). SDG4 is one of the country’s goals, which aims
at promoting quality education for all (Doorgapersad, 2022). Education is central to the realization of the 2030.
Agenda for Sustainable Development (Gamal, 2022). Within the comprehensive 2030 Agenda for Sustainable Development,
education is essentially articulated as a stand-alone goal (SDG4) with its seven (7) outcome targets and three (3) means of
implementation. SDG4 aims at ensuring universal and equitable quality education and promoting life-long learning opportunities
for all. This can be made possible if educational outcomes have ICT skills (Suarez, 2022). Tailor and Francis (2023) asserts that
the positive effects of ICT include increased student motivation; increased student engagement; increased student collaboration;
increased hands-on learning opportunities; allows for learning at all levels; increased confidence in students, and increased
technology skills. In addition, (Ude Eze, 2021) most students believe that their learning is improved by integrating technology
into classroom curriculum. Students participating in the study reported that using technology in school makes learning fun and
helps them learn more (McCoy, 2020). They believe to learn by doing, interacting, and discovering (Baytak, 2022). Using
technology in classrooms has the potential to create increased student motivation, increased social interactions, positive
outcomes, enhanced student learning, and enhanced student engagement (McCoy, 2020).
In (2023) in the teacher magazine of 26 July 2023, UNESCO calls for the smartphone ban in schools. This was because of the
increased rate of cyber bullying and other negative effects of the use of ICT tools. Many schools do not allow the use of cell
phones during learning hours, and most have strict rules regarding the use of cell phones. In addition, there is a video on social
media recently in which parents were forcing their children to destroy cell phones believing that the gadgets were the main cause
of poor performance in school. For all efforts to be channelled towards one direction, to leave no one behind and for Zimbabwe to
become a middle-class economy by 2030, educational stakeholders should have a deep understanding of the effects of ICT with
the aim of developing possible solutions to problems brought by ICTs in schools.
According to (Cotton, 1997), computer-aided instruction produced better achievement effects than traditional instruction alone
and the use of computers in teaching also led to positive changes in attitudes towards school and learning in general, as well as in
motivation. ICTs are more useful for teachers for collecting teaching-learning resources, preparing and presenting lessons,
motivating the students, having more frequent interactions, and providing the students with feedback. ICTs in education can
benefit the education system at different levels: increasing access to learning opportunities, enhancing the quality of education
with advanced teaching methods, improving learning outcomes and enabling reform or better management of education systems
(Pandolfini, 2016). But despite decades of large investments in ICTs and their increased use in all OECD countries, data to
support the perceived benefits from ICT are limited and evidence of effective impact is elusive or even debatable (Bocconi,
2013).
While most of the early researchers emphasize the positive effects of ICT, (Onyenani, 2015) in their study of the negative effects
of ICT conclude that ICT can take valuable learning time, it can be overused, also it can turn educational experience into games
for students and thus enhances low academic performances, as well as exposing students to porn sites and can distract them
during class hours. In addition, (Onyenani, 2015) recommend that ICT tools are useful when mature minds operate them, and
secondary school authorities should ensure that ICT tools are prohibited in schools. Rahman (2022) asserts that computers limit
student’s imagination, critical thinking and analytical skills, they simply make plagiarism. He moreover notes that teachers waste
most of their time monitoring and controlling learners using ICT. Ghavifekr (2015) noted that lack of adequate ICT equipment
and internet access is one of the key challenges that schools specifically in rural areas are facing now and even in schools with
computers, the student-computer ratio is high. He also asserts that, in most schools, technical difficulties sought to become a
major problem and a source of frustration for students and teachers and cause interruptions in the teaching and learning process.
According to (Ghavifekr S, 2014): limited accessibility and network connection, limited technical support, lack of effective
training, limited time and lack of teachers’ competency are some of the challenges being faced by teachers in implementing IC T
in the teaching and learning process.
According to (Cotton, 1997), computer-aided instruction produced better achievement effects than traditional instruction alone
and the use of computers in teaching also led to positive changes in attitudes towards school and learning in general, as well as in
motivation. ICTs are more useful for teachers for collecting teaching-learning resources, preparing and presenting lessons,
motivating the students, having more frequent interactions, and providing the students with feedback. ICTs in education can
benefit the education system at different levels: increasing access to learning opportunities, enhancing the quality of education
with advanced teaching methods, improving learning outcomes and enabling reform or better management of education systems
(Pandolfini, 2016). But despite decades of large investments in ICTs and their increased use in all OECD countries, data to
support the perceived benefits from ICT are limited and evidence of effective impact is elusive or even debatable (Bocconi,
2013).
While most of the early researchers emphasize the positive effects of ICT, (Onyenani, 2015) in their study of the negative effects
of ICT conclude that ICT can take valuable learning time, it can be overused, also it can turn educational experience into games
for students and thus enhances low academic performances, as well as exposing students to porn sites and can distract them
during class hours. In addition, (Onyenani, 2015) recommend that ICT tools are useful when mature minds operate them, and
INTERNATIONAL JOURNAL OF LATEST TECHNOLOGY IN ENGINEERING,
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ISSN 2278-2540 | DOI: 10.51583/IJLTEMAS | Volume XVI, Issue I, January 2025
www.ijltemas.in Page 301
secondary school authorities should ensure that ICT tools are prohibited in schools. According to (Rahman 2022), computers limit
student's imagination, critical thinking and analytical skills.Moreover, teachers waste most of their time monitoring and
controlling learners using ICT.
III. Research Methodology and Design
This study made use of hybrid interviews and observations as the main primary data sources. This involved the use of open-ended
questions which allowed the interviewer and the interviewee to discuss the topic in more detail. Ruslin (2022) states that the
semi-structured interview is between the unstructured and structured interview, in which the area of interest is chosen and
questions are formulated but the interviewer may modify the format or questions during the interview process.
According to Zikmund (2019) a research design is a master plan which specify the methods and procedures for collecting and
analyzing the required information. Before data collection, research needs a structure or a design which guides the researcher to
the type of evidence to collect. A research design is a structure which ensure the obtaining of relevant evidence that answers the
research questions in a convincing way (Bostley,2019). In this study, the researcher used a qualitative research design. According
to (Flick,2022) qualitative research design describes a phenomenon from inside out from the participants’ point of views. To get
an understanding of a phenomenon, the researcher used open-ended interview guides. Interview guides allowed the respondence
to freely give their opinions without forcing them to choose from fixed responses.
A sample of 52 participants was used (38 educators 14 Students), consisting of educators and students. Data gathering was done
using the interviews and questionnaires
IV. Data Presentation, Analysis, Discussion and Interpretation
Negative Effects of ICT use in the Teaching and Learning within the Education 5.0
Visiting prohibited sites
Most respondents complained about the learners who visit prohibited sites on the internet. One of the responded sited that,
“Some learners visit unethical sites which shows pornography, and this has negatively affected their behaviour as they will want
to experiment what they saw.”
This shows that learners on their own may fail to choose better sites for themselves therefore they need monitoring and guidance
when using ICT tools.
● Cyber bullying
The research shows that most learners are bullying each other on the internet. Posting negative comments about someone is one
way of cyber bullying. When the researcher visited one of the schools, he noticed that school authorities were in a disciplinary
meeting. After an inquiry, the researcher noted that, one learner’s picture labelled,
“ndinokuita violence inorwadza” (I will mercilessly assault you!), had gone viral on learner’s academic groups.
One of the respondents also noted that,
“most conflicts among learners starts on the internet.”
● Internet addiction
Learners are using ICT at any time they want to without supervision. They end up being anti-social and this is negatively
affecting their health. From information from the interviews, learners need to be guided and monitored by an adult when using
ICT.
Figure 1 Negative Effects of ICT
0 5 10 15 20 25 30 35 40
Visit to prohibited sites
Internet addiction
Culture Erosion
37
38
38
37
38
14
13
14
14
14
Negative effects of ICT
Students Educators
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Fig 1 above shows the responses from the interviews concerning the effects of ICT in the teaching and learning processes and
procedures. It is of high note that on all respondents from the educators, indicated that these effects affect the ICT negatively.
The responses relate to the 38 educators interviewed and the 14 students picked for the sample.
Positive Effects of ICT use in the Teaching and Learning within the Education 5.0
● Innovation
The use of ICT has improved both learners and teachers. Innovative ideas in education have increased. Learners are using ICT in
a more productive way. This was supported by one of the respondents who said,
“We are currently working on making a report card for the school.”
This indicates that teachers and learners are becoming more creative and productive. The school has stopped looking for report
cards elsewhere but can now rely on the innovation and creativity of their staff members and learners using ICT. This is in
support of the education 5.0 which emphasizes innovation and industrialization.
● Improved research and development
ICT in schools has allowed both teachers and learners to engage in research and development. Learners are doing research for
their projects from different learning areas. In-order to do CALAs, learners are forced to do research, and this has been made easy
by the introduction of ICT in schools. Most teachers are doing online programs with different universities. One of the respondents
highlighted that,
“Doing a degree has been made easy with the use of ICT, since teachers attend zoom lectures in the comfort of their homes and
only visit the campus during exams.”
This will lead to a highly educated society in support of the sustainable development goal number four which emphasizes quality
education. An educated society is a pre-requisite for innovation and industrialization.
● Improved academic results
Since the introduction of ICT, academic results have improved. Learners can access academic information on the internet and can
learn even in the absence of the teacher. Learners can use their spare time to research or learn from the internet.
This is in support of one of the respondents who noted that,
“Teaching and learning has been made easy by the use of ICT since one can easily use software applications like the meta to find
solutions to academic problems.”
Teachers are no-longer the only fountain of information; therefore, learning will never stop even during school holidays.
From the interviews, another respondent highlighted that,
“Our learners are scoring thirty points at A ‘level and fourteen As at O’level since the introduction of ICT in schools.”
Such educational outputs can be very useful in making Zimbabwe a middle-class economy by 2030. Therefore, ICT acts as a
catalyst to the education 5.0, that is innovation and industrialization.
Perceptions of Respondents on the use of ICT in Teaching and Learning Within the Education 5.0
Most respondents highlighted that ICT use should continue in schools. However, there is need for close monitoring of learners
when using ICT tools and set time limits for learners to use ICT. This will make the use of ICT in the teaching and learning within
the education 5.0 a success. This was supported by one of the respondents who highlighted that,
“We cannot do without ICT in the 21
st
century, only monitoring is required.”
Most respondents identified government support as one of the ways of making the adoption of ICT in teaching and learning
within the education 5.0 framework a success. This was supported by one of the focus group interview guide respondents who
argued that,
“Lack of enough ICT tools is a major challenge and if possible, the government should supplement the shortages.”
To curb the problem of power cuts solar power should be used. In support Jaine, a semi-structured interview guide respondents
said,
“Solar system is more reliable when using ICT.”
During the research at one of the schools, the researcher noticed that only the science laboratories and the administration block
were connected and powered by solar system. Due to power cuts, learners were scrambling for a few sockets to charge their
gadgets in-order to prepare for their final Zimbabwe Schools Examination Council (ZIMSEC) exams.
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Observation results also highlighted similar reasons with points highlighted in the interviews. Except that the Observations
brought in the issue of global reach where the students and educators were connecting and showing maximum use of the
international conferences and international communication forum as evidenced in the teaching and learning processes observed.
One educator was observed trying to assist students to log into the google meet for an international discussion forum using the
ICTs.
The educator clearly said that,
“there is no reason to limit your studies, we can be in any country, anytime.”
The flexibility in technology devices also was observed as one of the benefits of ICTs which improves research and development.
The educator was observed using the smart input HP desktop in accessing an institution service online. The illustration showed
the benefits of maximising ICTs in enhancing research. Using a touchscreen to facilitate input and selecting option on an online
form.
Also, through the observations done, it is outstanding to note that the maximum use of the alternative source of power like solar is
the best move to enhance the visibility and sustainability of ICT services in schools. The same point was noted through the
interview responses.
The observations results were coded into theme as the data was collected as the benefits to students.
Theme 1- Engagement and Motivation
The ICTs increases participation in multimedia lesson which led o high levels of enthusiasm and motivation
Theme 2-Personalised Learning Experiences
The use of adaptive learning technologies in the teaching and learning processes improved learning outcomes through tailed
support and made the delivery of complex concepts simpler.
Theme 3- Participatory and Learner centred approach
The use of the ICTs enhanced the interaction during the teaching and learning. Learner centred approach enhanced participation
and provoked the execution of problem solving and creativity amongst the peers as they interacted through the group discussions.
The table below shows the observation, results and the evaluation of the results as observed in the lessons observed.
Table 1 ICT Observation Evaluations
THEME
OBSERVATION
RESULT
EVALUATION OF OBSERVATION
RESULTS
Collaboration
and
Communication
The use of the ICTs
Increased collaboration via
digital tools and made the
lesson involving and
interesting. Assisted the
educators in explanations
and giving emphasis to
concepts
ICTs resulted in a
strengthened teamwork
skill development and
enhanced peer learning
opportunities. Students
can navigate through
the technologies.
The engagement can lead to good results
and can change the attitude of learners
Digital Literacy
competences
Improved digital skills
among students and gives
the teacher confidence in
lesson delivery and makes
the development linked and
the lesson flew.
21at century demands
the digital skills this is
a good initiative so that
students confirm to the
demands of the
community and the
industries.
The impact of the digital skills was observed
and valued as a critical competence which
improves teaching and learning
Educators
Professional
Development
The demands of the ICT
use in teaching and learning
demands the educator to
keep upskilling and
embrace with the changes
in the technology wing.
Engagement in online
professional development
Good ICT use in the
teaching and learning
can boost confidence
and avoid humiliation
in front of the students.
Educators need to keep themselves engaged
in professional development. The
Responsible ministries to also introduce and
or facilitate the professional development
training programs especially in ICTs so as to
keep embracing the upcoming technologies
and be able to use the ICTs effectives in
teaching and learning.
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Critical
thinking and
Problem
Solving
Hands on practical
scenarios are encouraged
during the teaching and
learning. Like the practical
example of the Econet
devices was the best for the
lesson of networking the
Educator was delivering.
Relate examples to the real-
world problems which are
currently trending
Having these real
scenarios will make
learning real and hence
improve the critical
thinking and decision
making in learners.
There is need to instil this to educators in all
learning areas that teaching and learning has
to be practical so that the learners think
outside the box.
Analysis On How Ict Has Improved Teaching And Learning
Availability of research platforms
The availability of research platforms like the AI chatbots, the internet itself and other search engines has extended the pool of
information in students and extended the library hours, Students through the digital gadgets can now reach information the fullest.
Collaboration and communication
Online discussion, video conferencing, instant call platforms and the virtual field trips expand student’s horizon, thereby
providing access to remote and inaccessible data warehouses. The ability to relate to meta data in teaching and learning is a
positive move in the use of these ICTs in education. Platforms like google meet, skype among others facilitate inclusive
communication amongst peers, educators and experts globally.
Data analysis
The use of specialised software and multiuse software like Microsoft Excel enables educators and students to collect, analyse and
interpret data on student performance, informing instructions and improving outcomes.
V. Recommendations
The research presents the following recommendations which can pave way for futures researchers and or contribute to the
decision and policy makers for the responsible ministries.
Formulation of an Inclusive ICT Strategy
There is need to develop a comprehensive ICT Strategy with clearly laid down vision and strategic plan for ICT integration that
speaks to the educational goals with a close inclusion of stakeholders.
Advocate for a community engagement policy
The school community engagement policy aims to involve all stakeholders, including private organizations, police, health
practitioners, and parents, in teaching learners about ICT's role in promoting education 5.0, innovation, and industrialization. This
policy aims to create socially responsible citizens who can positively use ICT for innovation and industrialization.
Professional development workshops
A workshop for school staff on ICT tools is being held to improve efficiency and effectiveness in responding to over 1,000
learners' ICT needs, highlighting the need for more skilled manpower in schools.
Digital Huns at provincial or district levels
The plan will cover the digital divide gap and enhance the digital infrastructure for the schools to reach.
Ensure Student centered and collaborate learning
There is need to ensure participatory, collaborative and student-centered learning where they interact at peer level.
Digital Citizenship awareness
Educate the community and the schools on the impact and value of digital literacy to create and have the best digital citizenship
culture in the now and next generation.
Funding and scholarship as a motivation factor
Funding of the Heritage Based Curriculum (HBC) for it to be successful. The HBC helps us to return to African Knowledge
System (AKS) where learners are taught to make use of the locally available resources designed to produce goods and services to
meet local needs and ultimately industrialize. The use of ICT will help learners to be more innovative and creative. The HBC
helps educational output to be able to deal with any hindrance that stops them from achieving their goals.
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Change of current Policies in schools to accommodate ICT
ICT courses should be compulsory and a requirement in colleges and universities since it is now a requirement in education and
also Subsidies ICT use in schools to cater for the less privileged
VI. Conclusions
The integration of Information and Communication Technology (ICT) in education is crucial for achieving Education 5.0 goals.
ICT enhances learning experiences by facilitating interactive, personalized learning, fostering collaboration, creativity, and
communication. However, challenges like the digital divide must be addressed for equal access. Effective integration requires
professional development for educators, enhancing digital literacy. Data-driven insights enable ongoing assessment and
refinement of teaching practices, while continuous innovation is essential for adapting to the rapidly evolving educational
landscape.
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