Semi-Structured Interview Guidelines

The semi-structured interview instrument was designed to explore teachers’ digital competence and ICT integration across nine key subdimensions, including handling and using computers, basic applications, multimedia use, ICT communication, learning planning, ICT-enriched environment design, innovation, ethical issues, and AI readiness. The findings reveal that while basic infrastructure such as computers and limited digital devices is available—particularly at the secondary school level—their utilization remains minimal and largely restricted to administrative or assessment purposes due to constraints such as limited electricity and internet access. Teachers generally demonstrate adequate skills in basic applications like Microsoft Word and PowerPoint, although older teachers face operational challenges and the use of cloud-based storage remains low. The integration of multimedia and ICT in classroom practices is still limited, with conventional teaching methods dominating and digital tools used primarily for communication rather than instructional innovation. Furthermore, ICT integration in lesson planning and assessment is not yet systematic, and the use of LMS or e-learning platforms is largely inactive. Innovation practices are sporadic and mostly initiated at the high school level, while awareness of ethical and legal aspects of ICT use remains insufficient. Notably, AI readiness is still at an early stage, with only a few teachers experimenting with AI tools without deep pedagogical integration or critical evaluation. Overall, the results indicate a significant gap between ICT availability and its effective pedagogical use, highlighting the need for structured training, infrastructure support, and policy-driven implementation