TECHNOLOGY INTEGRATION INTO UNDERGRADUATE CURRICULA AND INSTRUCTIONAL SETTINGS IN ETHIOPIAN PUBLIC UNIVERSITIES

Abstract

The study examined technology integration into undergraduate curricula and instructional settings in Ethiopian public universities. It employed a mixed approach with a convergent parallel mixed design aligned with the pragmatist paradigm. Seven Ethiopian public universities were selected from the target population of 31 universities using a simple random sampling technique. The researcher further selected colleges and departments by using multi-stage sampling techniques. In this study, 331 instructors were selected using a stratified sampling technique followed by a simple random sampling technique after allocating proportionality to each department (stratum) in respective colleges, while 24 key informants also were using a purposive sampling technique based on their rich experiences as educational leaders and experts. Quantitative data were collected from instructors using self-constructed structured questionnaires and analyzed using descriptive statistics (frequency, percentage, average means, standard deviation, and rank order), and inferential statistics (one-sample t-test, factorial analysis, Pearson moment product correlation, stepwise multiple regression analysis, and one-Way-ANOVA) using SPSS-26. In addition, the researcher collected qualitative data through semi-structured interviews, document review, and classroom observation, and analyzed through thematic analysis. The findings revealed a clear understanding of policy directions for technology integration in undergraduate curricula (GM=3.124), exceeding the neutral mean of 3.00. However, integration faces challenges due to inadequate infrastructure (GM=2.820), limited smart tools, poor connectivity, and low internet access. Instructors lack digital competence and familiarity with technology use in teaching (GM=2.832). The correlation among questionnaire items was r=.672, with reliability coefficients averaging α=.831, showing strong internal consistency. These factors explained 53.10% of total variance, with infrastructure contributing the most to TIUCIS (16.40%), followed by digital literacy (10.60%), policy and support (9.40%), digital divide/connectivity (8.20%), and curriculum integration (8.50%). Technology integration in Ethiopian public universities is still in its early stages, hindered by infrastructure gaps, low digital literacy, and insufficient support. The study concluded that while implementation is inadequate, variations exist among universities based on rationale, extent, and influencing factors. Therefore, the Ministry of Education, university leaders, and instructors are recommended to improve the quantity and quality of technological infrastructures, curriculum and pedagogical contents, digital divide, connectivity, internet access, digital literacy and digital competencies need policy, administrative, and technical supports.