Evaluating ICT Competencies of Higher Education Faculty: A Comprehensive Quantitative Model after the Pandemic

Abstract

This study aimed to enhance the Information and Communication Technology (ICT) skills of faculty members in a higher education institution. The faculty's limited proficiency in ICT impeded the integration of technology instruments across different topics. A training program was devised, executed, and assessed to tackle these problems within six months. Online courses were developed for participants under the training's criteria. Quantitative data collection involved administering a pre-test and post-test, which were subsequently analyzed using descriptive statistics. The assessed competencies encompassed the utilization of computers in instructional activities and the development and implementation of educational initiatives. The findings indicated that 75% of the faculty did not typically include technology in their instructional methods, whereas 41% recognized the potential of technology to enhance and innovate teaching practices. Only 66.67% of the participants possessed knowledge of fundamental components of computers, while the same percentage was aware of basic peripherals. Additionally, 58.33% of the participants demonstrated proficiency in installing computer programs. The program sought to enhance the educational quality and showed positive modification in formulating strategies for integrating ICTs into the curriculum. The results showcased the efficacy of the training program in improving teaching skills in the field of information and communication technologies (ICTs), enhancing the teaching methods of faculty members, and providing the opportunity to deliver courses either fully online or in a blended format.