Abstract:
ICTs are used to gather, analyse, modify and exchange information. In the Zambian context,
where ICTs applications used to have so little to do with core business of teachers or educators,
trends in modern society demands for ICTs integration into the teaching process among colleges.
However, the extent to which ICTs have been integrated in the teaching process at Cavendish
University Zambia is not precisely known. The lack of not knowing precisely the extent to which
ICTs have been integrated into the teaching and learning process at Cavendish University Zambia
has been identified to be the problem and has therefore attracted our attention to conduct this
study. The aim of the study is to evaluate the extent to which ICTs have been integrated into the
teaching and learning process at Cavendish University Zambia. This study was carried out using a
mixed method design which uses both the qualitative and quantitative study designs. The total
population in this study was 5000 participants which was total from Cavendish University Zambia
which was our study site. The study was conducted on 100 participants both male and female
between the ages of 18 and 75 years old who were either students or lecturers from the learning
institutions. The participants were selected using two different sampling methods. A purposive
sampling method was used for lectures and a random sampling method for students. The study
used one type of data collection tools. It used a questionnaire which was administered by the
researchers to the respondents. Different methods were used to analyze the data based on the type
of data collected. For quantitative data, SPSS (statistical package for social sciences) was used to
analyse the numerical data obtained and content analysis was carried out for qualitative data. The
findings revealed that the most commonly used ICT equipment in the teaching and learning
process at Cavendish University are laptops, projectors and smartphones. The study further
revealed that ICTs played a pivotal role for lecturers in teaching ICT skills, finding and accessing
educational information, making presentations, communicating with students, preparing lessons,
and monitoring and evaluating students. The research findings also revealed that most of the
respondents faced challenges with network connectivity as the network was too slow for timely
work completion. It is conclusive therefore, that ICT have been integrated in the teaching and
learning process at Cavendish University at a large extent.
