Barriers to Teaching and Learning Computer Studies in Senior Grades: Evidence from Government Secondary Schools in Mufulira District, Zambia

The integration of computer technology in Zambian secondary schools especially in the senior grades of government institutions in Mufulira District faces significant challenges, "?including poor ICT infrastructure, limited internet access, and shortages of trained teachers". This study investigated the barriers to effective teaching and learning of Computer Studies in selected senior grades of government secondary schools in Mufulira District. A mixed-methods research design was employed, integrating both quantitative and qualitative approaches. Data were collected from 252 participants using questionnaires, semi-structured interviews, focus group discussions, classroom observations, and document reviews. Findings revealed that most schools had inadequate and outdated ICT infrastructure, including computers, projectors, printers, and reliable internet. Teachers were often undertrained, relying on theoretical instruction due to limited access to practical tools. Other key issues included overcrowded classes, minimal technical support, and learners' low digital competency. The study concludes that both infrastructural deficiencies and teacher capacity gaps hinder effective curriculum delivery. It recommends that the Ministry of Education, in collaboration with partners, invest in upgrading ICT facilities, enhance teacher training, provide consistent technical support, and improve access to affordable, stable internet in schools to equip learners with essential digital skills.