TRANSFORMING EDUCATION IN REMOTE REGIONS: EVALUATION OF IMPLEMENTING ICT KNOWLEDGE IN HIGHER SECONDARY SCHOOLS OF GILGIT BALTISTAN

Abstract

The main objective of this study is to evaluate the ICT knowledge of both teachers and students in the context of teaching and learning in higher secondary schools in Gilgit-Baltistan (GB). A total of 200 students and 100 teachers from various governments, private, and NGO higher secondary schools in Gilgit Baltistan were randomly selected for the study. A questionnaire was designed using the LIKERT scale and distributed to both teachers and students. The data was statistically analyzed, revealing that on average, 58.46% of teachers and 49.04% of students felt very confident about their ICT knowledge, while 20.59% of teachers and 27.46% of students felt confident. Additionally, 8.52% of teachers and 8.35% of students were not sure, 8.52% of teachers and 8.51% of students were somewhat confident, and 2.9% of teachers and 5.81% of students were not confident at all. The analysis indicated that the overall ICT knowledge was considerably high. However, the lowest level of ICT knowledge among teachers and students was observed in the teaching and learning process. Furthermore, a T-test was conducted to identify the variances in ICT knowledge between teachers and students. The study emphasizes the significance of ICT in teaching and learning, highlighting its role in enhancing the learning experience through the integration of digital tools, multimedia, and interactive content, which can effectively engage students.