Instructors’ educational ICT use in Ethiopian higher education
Abstract: This paper reports the findings of a study conducted on determinants of instructors' educational ICT use in Ethiopian higher education (HE). A mixed-method research design was applied to build and test an inclusive model regarding the determinants. First, focus group data were collected, involving 21 HE instructors to validate the model developed based on available literature. Next, 946 instructors participated in a broad-scale survey study which was organized to assess the causal relationships among determinants of HE instructors' ICT use applying structural equation modeling. While the qualitative evidence shows that institution, infrastructure, and individual-related factors determine instructors' ICT use, the quantitative analysis indicates only individual characteristics (ICT attitude and ICT competence) are significant influencers. As in developed economies, in Ethiopia, HE instructors' ICT use may be improved by intervening in their professional development. Future research may investigate how to empower instructors, using systematic and replicated testing in various ecologically valid contexts.