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All Journal Universal Education Journal of Teaching and Learning
Atang Thulo
National University of Lesotho
Education Other

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Exploring the Factors Influencing Teachers’ Perceptions of Information and Communication Technology (ICT) Integration in History Teaching and Learning: A Case Study of Lesotho Atang Thulo; Walter Sengai
Universal Education Jurnal Teaching and Learning Vol 2 No 4 (2025): October-December Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v2i4.128

Abstract

The integration of information and communication technology (ICT) has the potential to enhance teaching and learning in History by improving learner engagement and access to diverse perspectives. This study explored the factors influencing teachers’ perceptions of ICT integration in History teaching and learning in Lesotho. A qualitative approach was adopted, using a multiple case study design. The sample comprised five History teachers from five secondary schools, purposively selected for their role in teaching History, with schools chosen for their accessibility. Data were collected through semi-structured interviews, conducted both face-to-face and via telephone, and analysed using thematic analysis with the support of ATLAS. ti software. The findings indicate that although teachers generally hold positive perceptions of ICT integration, effective use is constrained by limited ICT skills, inadequate and inaccessible resources, insufficient administrative and technical support, and limited professional development opportunities. The study concludes that ICT integration in History teaching and learning is shaped primarily by institutional and capacity-related factors rather than teachers’ attitudes alone.
Examining the Dominant Ideology in the History Curriculum: A Case Study of Lesotho’s Grade 9 History Syllabus Atang Thulo
Universal Education Jurnal Teaching and Learning Vol 3 No 1 (2026): January-March Edition
Publisher : Universal Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63081/uejtl.v3i1.129

Abstract

This study analyses Lesotho’s Grade 9 History syllabus to identify the dominant curriculum ideology embedded within it. Using a qualitative case study approach and document analysis, the syllabus aims, assessment objectives, skills, and suggested learning experiences were examined through content analysis. The findings reveal that the syllabus is overwhelmingly dominated by the scholar-academic ideology, with limited representation of learner-centred and social efficiency ideologies, and an almost complete absence of social reconstruction elements. This ideological imbalance prioritises content transmission over critical engagement, practical application, and social transformation. Consequently, the syllabus shows limited alignment with Lesotho’s educational goals and 21st-century learning demands. The study recommends a more balanced integration of curriculum ideologies to enhance learner engagement, relevance, and the development of socially responsive and critically informed citizens.
Co-Authors Walter Sengai