Digital Literacy Skills of Teachers: A Study on ICT Use and Purposes

PURPOSE - This paper examines the challenges encountered in teaching digital competencies among school students in Zambia at the secondary level from a teacher’s perspective. It is based on this paper’s key research objectives. DESIGN/METHODOLOGY/APPROACH - The data were solicited from 20 schools in Lusaka. The paper employed a survey design in which a sample of 281 teachers was selected. A questionnaire was used to gather data from teachers, and the findings were analysed using the latest version of SPSS. FINDINGS - The findings show that while teachers in Zambia have access to digital devices and possess moderate to high levels of digital literacy skills, there are challenges in effectively integrating technology into the curriculum and instruction. The lack of alignment, high cost, and limited availability of technology are vital obstacles. Addressing these challenges will require comprehensive policies, infrastructure development, and professional development programs to enhance teachers' digital competencies and ensure equitable access to technology for all students. LIMITATIONS - The study was limited to only Lusaka Province in Zambia. ORIGINALITY/VALUE - This study is helpful to ICT educators and the government of Zambia to understand the challenges teachers face in adopting digital technology in their classroom scenarios.