Integrating ICT to Enhance School Functioning: A Case Study of Lutheran Schools in Fianarantsoa, Madagascar

  • Rakotomalalaridio Antsa Sahala Doctoral school Thematics Governance and Changing Societies, University of Fianarantsoa, Fianarantsoa, Madagascar
  • Ratiarimananjatovo Narindra Higher Normal School, University of Antananarivo, Antananarivo, Madagascar
  • Razakatiana Andriamampitasoa Daniel José Doctoral school Thematics Governance and Changing Societies, University of Fianarantsoa, Fianarantsoa, Madagascar
  • Ratsimandisa Haritiana Zo Oniversity FJKM Ravelojaona, Reformed University of Madagascar, Interepistemological Doctoral School, Antananarivo, Madagascar
  • Rakotomalala Nivomboahangy Razanamiarisoa Oniversity FJKM Ravelojaona, Reformed University of Madagascar, Interepistemological Doctoral School, Antananarivo, Madagascar
  • Razafindrazanakolona Andrianjafimanjato Daniel Geochemistry and Medicinal Chemistry Graduate School, University of Fianarantsoa, Fianarantsoa, Madagascar
  • Ratsimbazafy Doctoral school Thematics Governance and Changing Societies, University of Fianarantsoa, Fianarantsoa, Madagascar
  • Robijaona Rahelivololoniaina Baholy Industrial, Agricultural and Food Process and Systems Engineering, Doctoral School, University of Antananarivo, Antananarivo, Madagascar, Polytechnic School of Antananarivo, University of Antananarivo, Antananarivo, Madagascar
DOI: https://doi.org/10.33258/biolae.v7i1.1255
Keywords: ICT Integration, Teacher, Pedagogical Practices, Lutheran Schools, Madagascar

Abstract

This study investigates the integration of Information and Communication Technologies (ICTs) in Lutheran schools in Fianarantsoa, Madagascar. Through classroom observations, interviews with teachers and school principals, and document analysis, the study examines the current level of ICT integration and identifies key challenges and opportunities. Findings reveal significant discrepancies between established best practices and actual classroom practices in areas such as administrative organization, pedagogical approaches, and didactic methods. Notably, teacher training in ICT integration is crucial, requiring a structured approach that addresses pedagogical skills, resource utilization, and the development of student-centered learning environments. The study emphasizes the importance of leveraging ICTs to enhance teaching and learning, foster student engagement, and improve overall educational outcomes in the context of Lutheran schools in Fianarantsoa.

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Published
2025-02-19
Issue
Vol 7 No 1 (2025): Britain International of Linguistics, Arts and Education - March
Section
Articles