DOI: 10.11648/j.ijsedu.20261403.12 ISSN: 2376-7472

Assessing the Effectiveness of ICT Training Programs in Enhancing Pedagogical Skills of Secondary School Teachers: A Study on Hathazari Upazila, Chattogram, Bangladesh

Golam Mohiuddin, Soumen Nath, Rima Akter
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This study aimed to assess the effectiveness of ICT training programs in enhancing the pedagogical skills of secondary school teachers. Teachers are continuously expected to incorporate digital tools into classroom instruction to improve teaching effectiveness and student participation due to the growing significance of information and communication technology (ICT) in education. In Bangladesh, various ICT training initiatives have been introduced to assist teachers in developing ICT- based pedagogical practices; however, the actual effectiveness of these programs remains a concern. This study used a qualitative research methodology to investigate teachers’ opinions and experiences with ICT training initiatives. Data were collected through semi-structured interviews with secondary school teachers and head teachers, as well as focus group discussion with students. Purposive sampling was used to select participants who had received ICT training. The collected data were evaluated using thematic analysis to identify major themes related to pedagogical skill development, instructional practices, students’ engagement and implementation challenges. The findings revealed that ICT training programs positively influenced teachers’ pedagogical skills by improving lesson planning, teaching methods, classroom interaction and professional confidence. ICT-based teaching practices were found to enhance student engagement and develop more interactive learning environments. However, the study also identified several challenges, including inadequate infrastructure, lack of ongoing professional support, technical issues and policy- level gaps, which hinder the effective implementation of ICT - based pedagogy. The study concludes that ICT training programs are efficient in enhancing pedagogical skills when supported by adequate resources, institutional support and continuous professional development. The findings of this study have important implications for policymakers, educational administrators and teacher training institutions in enhancing the design and implementation of ICT training programs in secondary education.

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