Abstract:

This study examines the various ways in which social media and information and communication technology (ICT) are integrated into pedagogical practices, with a focus on how they can enhance teaching strategies and foster students' analytical skills in educational environments with limited resources. The study draws on qualitative data collected through interviews with 40 participants and is intended to answer the following research question: How do school leaders integrate ICT into the school environment? In this case, 40 participants completed the ICT management open-ended questionnaire (ICT-MOQ). The researchers interviewed 20 participants, comprising six principals and deputy principals, and eight departmental heads. However, after analysing 15 interviews, the researchers reached saturation. The 15 interview participants comprised four principals, five deputy principals, and six departmental heads. The data from the ICT-MOQ and the interviews were analysed using Atlas.ti version 9. The findings reveal common ICT strategies used by teachers to engage students and enhance comprehension, such as the usage of educational movies and PowerPoint slides. Additionally, findings show how social media apps like Facebook, WhatsApp, and TikTok are increasingly being used as instruments for communication, collaborative learning, and the development of analytical ICT skills, often with the help of students assisting teachers. Despite these benefits, the study reveals significant challenges to successful ICT integration. These include socioeconomic challenges, including restricted access to internet bundles and student devices, as well as a widespread shortage of smartboards, classroom-based digital tools, and necessary ICT infrastructure. The study also reveals a discrepancy between the limited instructional use of ICT in many schools and its administrative usage for record-keeping. The knowledge acquired highlights the urgent need for focused interventions to close the digital divide and optimise the educational potential of technology in underprivileged schools by addressing infrastructure shortcomings, offering professional development to teachers, utilising current social media engagement, and underscores the need for school leaders to develop strong e-leadership capabilities to drive effective ICT integration.

Keywords:

ICT integration, social media in education, pedagogical practices, analytical skills, resource-constrained schools.