CHALLENGES IN IMPLEMENTING ICT IN LEARNING IN THE HIGHER SECONDARY SCHOOLS IN RURAL WEST BENGAL

Nformation and Communication Technology (ICT) has revolutionized various aspects of modern society, including education. Its potential to enhance learning experiences, promote interactive engagement, and provide access to a wealth of digital resources has been widely acknowledged. In the context of higher secondary education, where students are preparing for higher education and future careers, integrating ICT into the learning process holds promise for improving both pedagogical practices and student outcomes. This article delves into some of the key challenges, such as inadequate internet connectivity, teacher training, content relevance, and cultural context, that need to be navigated when introducing ICT in rural higher secondary schools. The qualitative research methodology will be employed to comprehensively explore and understand the challenges faced in implementing ICT in learning within higher secondary schools in rural areas of West Bengal. This approach will facilitate an in-depth analysis of the various contextual factors and perspectives that contribute to the challenges. Qualitative research methods emphasize capturing rich data that helps in uncovering the underlying nuances of the problem. It will provide a comprehensive understanding of the challenges faced in implementing ICT in rural higher secondary schools in West Bengal. Addressing these challenges necessitates a comprehensive approach that involves collaboration among educational authorities, policymakers, teachers, students, parents, and the broader community. Tailored solutions should be developed to suit the local context, considering the specific needs and characteristics of rural education. In essence, the challenges of implementing ICT in learning within rural higher secondary schools necessitate a commitment to equity, adaptability, and creativity.