An Empirical Study on the Determinants of ICT Integration in Nepalese Higher Education: The Perspectives of University Teachers on Infrastructure, Support, and Readiness

Abstract

This study explores the integration of Information and Communication Technology (ICT) in Nepalese university classrooms, emphasizing the roles of institutional support, teacher readiness, and infrastructural accessibility. Using a quantitative design, data were collected from 384 university teachers through structured surveys. Regression analysis revealed that infrastructural accessibility was the strongest predictor of ICT use, followed by institutional support, while teacher readiness had a modest effect. These findings suggest that while infrastructure remains foundational, long-term ICT adoption in higher education requires robust policy implementation and pedagogical training. The study contributes to the TPACK and UTAUT frameworks by contextualizing them in resource-constrained educational environments and offers recommendations for equity-driven policy reforms and teacher development strategies.