Stakeholder Perceptions of Educational Technology Policy Implementation in Basic Schools in Imo State, South East Nigeria

This study examines stakeholder perceptions of educational technology policy implementation in basic schools in Imo State, South East Nigeria. Policy implementation quality determines whether educational technology investments translate into genuine improvements in teaching and learning, and stakeholder perspectives provide critical evidence for evaluating this process. A descriptive survey design was adopted, sampling 50 school principals, 100 teachers, 60 parents, and 20 education officials from public basic schools in Owerri, Orlu, and Okigwe zones. A multi-stakeholder validated questionnaire assessed perceptions across five policy implementation dimensions: communication, resource provision, leadership support, monitoring, and community engagement. Findings reveal significant divergence between official policy intentions and ground-level implementation realities. Teachers report inadequate communication of policy requirements and insufficient resources to comply with technology integration mandates. Parents express low awareness of the policy itself. Education officials acknowledge monitoring gaps. The study concludes that educational technology policy implementation in Imo State is partially effective at best and recommends a stakeholder engagement review that involves school communities in policy planning, enhances monitoring frequency, and establishes clearer resource delivery timelines. Keywords: educational technology policy, stakeholder perception, basic schools, Imo State, implementation