Promoting sustainable development Goal 4 through ICT integration into geography advanced subsidiary curriculum in selected secondary schools, Ohangwena region
| dc.contributor.advisor | Iipinge, Sacky | |
| dc.contributor.author | Nuumbosho, Julia Forlesta | |
| dc.date.accessioned | 2025-02-13T07:37:06Z | |
| dc.date.available | 2025-02-13T07:37:06Z | |
| dc.date.issued | 2024 | |
| dc.description | A thesis submitted in partial fulfilment of the requirements for Degree of Masters of Arts in Development studies | |
| dc.description.abstract | This study aims to explore how Information Communication Technology (ICT) promotes Sustainable Development Goal (SDG) 4 in the teaching of the Geography Advanced Subsidiary (AS) curriculum at selected schools in the Ohangwena region. The study employed a qualitative approach, using a multiple-case study design. A purposive sampling was used to select four secondary schools offering the AS level. Two Geography teachers, four Heads of Departments (HoD), and four school principals participated in this study. Semi-structured interviews and document analysis were used to collect data. Data were thematically analysed. Findings revealed that different ICT tools were used in teaching Geography to promote Goal 4, which calls for quality and inclusive education. These ICT tools included computers, projectors, laptops, and multimedia projectors. All schools selected have dedicated computer laboratories. However, some school laboratories were not operational and accessible to AS learners. Some schools allowed their learners to bring their own devices, such as laptops and tablets, for internet access, while others did not permit learners to bring any devices to school. Most participants had a positive perspective toward ICT usage in their teaching for quality education. However, some participants needed to be more comfortable integrating ICT tools into their teaching due to the time-consuming nature of setting up devices like projectors. This might hinder the attainment of Goal 4 of Sustainable Development in terms of quality and inclusive education. The study recommends introducing compulsory and examinable Information and Communication subjects in the primary school phase. The study recommends training teachers on using ICT for quality teaching, providing ICT tools in schools and improving internet accessibility and connectivity | |
| dc.identifier.uri | http://hdl.handle.net/11070/3952 | |
| dc.language.iso | en | |
| dc.publisher | University of Namibia | |
| dc.subject | Sustainable Development Goal 4 | |
| dc.subject | ICT integration | |
| dc.subject | Advanced Subsidiary curriculum | |
| dc.subject | ICT policy for education | |
| dc.subject | Quality Education | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Promoting sustainable development Goal 4 through ICT integration into geography advanced subsidiary curriculum in selected secondary schools, Ohangwena region | |
| dc.type | Thesis |