A Qualitative Case Study on the Hindrance Factors of ICT-integrated Education in Addis Ababa, Ethiopia

Purpose: This study aims to identify the hindrance factors of ICT-integrated education in Addis Ababa, Ethiopia from a multifaceted perspective and suggest essential factors that should be considered in the implementation of ICT-integrated education in Ethiopia and other developing countries. Originality: This study contributes as the first study to identify the hindrance factors of ICT-integrated education through a comparison of prior research and empirical data by systematically categorizing individual, organizational, and national levels. Methodology: It employs a qualitative case study method to understand the relationships and interactions of the complex factors involved in ICT-integrated education. Data were collected through semi-structured interviews, classroom observations, document analysis, and focus group interviews. It was analyzed by using a hierarchical framework of individual, organizational, and national levels. Result: This study has identified a number of hindrance factors from each level that can only be found in the context of Ethiopia, including common factors. These factors are analyzed to explore how ICT-integrated education can be improved. Conclusion and Implication: This study explored the hindrance factors that can be used as a reference for other cities in Ethiopia and developing countries facing difficulties in the implementation of ICT-integrated education. It will provide important implications for future research as well as ICT education development cooperation projects.