The Tripartite Failure Assessing Infrastructural, Pedagogical, and Administrative Barriers to ICT Integration in Mwala Sub-County, Machakos County, Kenya

Abstract

Information and Communication Technology (ICT) is essential to Kenya’s Competency-Based Education (CBE), yet its integration remains inconsistent, particularly in rural and resource-constrained schools. This study examined infrastructural, pedagogical, and administrative barriers to ICT integration in public secondary schools in Mwala Sub-County, Machakos County. Using a mixed-methods descriptive survey design, data were collected through questionnaires and interviews involving nine principals, 120 teachers, and one Sub-County Director of Education. Quantitative data were analyzed using descriptive statistics and multiple linear regression in SPSS version 25.0, while qualitative data were analyzed thematically. The regression model was statistically significant, explaining 60.0% of the variation in ICT integration (R² = .600, p < .001). ICT infrastructure was the strongest predictor (β = .488, p < .001), followed by teacher competency (β = .315, p < .001) and administrative support (β = .235, p = .008). Findings revealed inadequate computers, internet connectivity, technical support, pedagogical ICT training, and funding. Although 62.1% of teachers were confident in basic computer use, 70.4% reported inadequate subject-specific ICT training, while 74.1% felt their pre-service training had not adequately prepared them for digitally supported teaching. The study concludes that ICT integration is constrained by inadequate infrastructure, limited teacher preparedness, and weak administrative support, reflecting a gap between national policy expectations and school-level implementation. It recommends targeted infrastructure investment, continuous teacher professional development, dedicated ICT maintenance budgets, and school-level technical support structures.