Factors Affecting School Teacher’s Knowledge, Attitude and Integration of ICT in Education in Mogadishu, Somalia

Abstract Purpose: This study examines the factors influencing teachers' knowledge, attitudes, and integration of ICT in education in Mogadishu, Somalia. Methodology: A descriptive research design was used, targeting local school teachers through a cross-sectional approach. A sample size of 256 was calculated using Cochran’s formula, with data collected via closed-ended questionnaires and analyzed using SPSS. Findings: The study found that most teachers rated their ICT experience positively, with 36.3% describing it as “good.” Personal interest was the most significant factor influencing attitudes towards ICT (50.0%), followed by student engagement (22.3%). However, 62.9% of teachers reported rarely integrating ICT into their teaching. Conclusion: While perceptions of ICT are positive, barriers like resource shortages and insufficient training hinder effective integration. Recommendations include creating a unified ICT syllabus and enhancing support systems. Limitations: Challenges included time constraints, a lack of prior research in Somalia, and cultural sensitivity issues.