Assessment of ICT Integration in Primary School Classrooms in Enugu State, South East Nigeria

This study examines the extent to which information and communication technology tools have been integrated into primary school classrooms in Enugu State, South East Nigeria. The rapid proliferation of digital devices and government-led initiatives to modernise basic education have created expectations that ICT will transform instructional delivery at foundational levels. However, evidence of actual classroom adoption remains sparse in South East Nigerian contexts. The study adopts a descriptive survey design, drawing a sample of 200 primary school teachers across five local government areas in Enugu State using stratified random sampling. A structured questionnaire validated by experts in educational technology served as the primary data collection instrument. Findings reveal that while most schools possess some form of ICT infrastructure, fewer than one-third of teachers regularly incorporate digital tools in lesson delivery. Key barriers identified include epileptic power supply, insufficient teacher training, and inadequate technical support. The study recommends targeted in-service training programmes, reliable electricity provisions, and a sustainable device-maintenance framework. These findings contribute to the growing body of evidence on ICT adoption challenges in Nigerian basic education and offer practical recommendations for education administrators in the South East zone. Keywords: ICT integration, primary school, Enugu State, classroom technology, teacher training