Bridging Digital Gaps: ICT Utilization and Competency of Faculty Members

Abstract

The digital age has revolutionized the teaching, learning, and research in the higher education by the use of information and communication technology (ICT). The faculty members are the major actors in the process of incorporating ICT in classrooms to promote student participation, better learning, and meet the international education standards. Nevertheless, use of ICT and competency is diverse in different institutions brought about by factors like digital literacy, resources availability, institutional support and personal preparedness to change. The article examines the degree of ICT competency among faculty members, the degree of ICT use in teaching and research, problems faced during the process of digital integration, and ways of improving faculty digital abilities. The findings suggest that enhancing ICT competency among faculty requires strengthening both their technical and research skills while also addressing challenges in pedagogical integration. To achieve this, institutions should invest in targeted professional development programs, digital pedagogy training, and ethical ICT practices, enabling faculty to fully leverage digital technologies for teaching, research, and scholarship.