ICT Laboratory Resources in Community Schools: A Case Study of Lalbandi Municipality, Nepal

Abstract

Information and communication technology laboratory resources in community schools including computers, software, internet access, and peripherals are essential tools for bridging the digital divide and providing equitable, hands-on digital literacy education to underserved learners. This study examined the status of ICT laboratory resources and their utilization in community schools of Lalbandi Municipality, Sarlahi District, Nepal. Using a descriptive quantitative research design, data were collected through structured questionnaires from 43 teaching and non-teaching staff members across 19 community schools. The study assessed five key dimensions: ICT infrastructure, regularity of ICT laboratory usage, human resources, maintenance and management, and institutional challenges. Findings revealed that while all surveyed schools possessed ICT laboratories with reliable electricity supply (M = 4.30), significant gaps persisted in internet reliability (M = 3.51), educational software availability (M = 3.30), and equipment maintenance (M = 3.35). Teacher training of ICT (M = 3.23) emerged as a critical deficiency. ICT laboratories were predominantly concentrated at the secondary level (88.4%), creating equity gaps that exclude primary-level students. Correlation analysis demonstrated strong positive relationships among infrastructure, usage, human resources, and maintenance (r = .573 to .781, p < .01). Despite strong agreement on ICT’s positive impact on student engagement (M = 4.33) and teaching effectiveness (M = 4.33), weak correlations between ICT inputs and perceived impact suggested a belief-practice gap. The study concludes that effective ICT integration is constrained by insufficient teacher professional development, inadequate maintenance systems, and institutional challenges, requiring structured interventions for sustainable implementation.