Abstract:
The study examined technology integration into undergraduate curricula and instructional
settings in Ethiopian public universities. It employed a mixed approach with a convergent
parallel mixed design aligned with the pragmatist paradigm. Seven Ethiopian public universities
were selected from the target population of 31 universities using a simple random sampling
technique. The researcher further selected colleges and departments by using multi-stage
sampling techniques. In this study, 331 instructors were selected using a stratified sampling
technique followed by a simple random sampling technique after allocating proportionality to
each department (stratum) in respective colleges, while 24 key informants also were using a
purposive sampling technique based on their rich experiences as educational leaders and experts.
Quantitative data were collected from instructors using self-constructed structured questionnaires
and analyzed using descriptive statistics (frequency, percentage, average means, standard
deviation, and rank order), and inferential statistics (one-sample t-test, factorial analysis, Pearson
moment product correlation, stepwise multiple regression analysis, and one-Way-ANOVA)
using SPSS-26. In addition, the researcher collected qualitative data through semi-structured
interviews, document review, and classroom observation, and analyzed through thematic
analysis. The findings revealed a clear understanding of policy directions for technology
integration in undergraduate curricula (GM=3.124), exceeding the neutral mean of 3.00.
However, integration faces challenges due to inadequate infrastructure (GM=2.820), limited smart tools, poor connectivity, and low internet access. Instructors lack digital competence and
familiarity with technology use in teaching (GM=2.832). The correlation among questionnaire
items was r=.672, with reliability coefficients averaging α=.831, showing strong internal
consistency. These factors explained 53.10% of total variance, with infrastructure contributing
the most to TIUCIS (16.40%), followed by digital literacy (10.60%), policy and support (9.40%),
digital divide/connectivity (8.20%), and curriculum integration (8.50%). Technology integration
in Ethiopian public universities is still in its early stages, hindered by infrastructure gaps, low
digital literacy, and insufficient support. The study concluded that while implementation is
inadequate, variations exist among universities based on rationale, extent, and influencing
factors. Therefore, the Ministry of Education, university leaders, and instructors are
recommended to improve the quantity and quality of technological infrastructures, curriculum
and pedagogical contents, digital divide, connectivity, internet access, digital literacy and digital
competencies need policy, administrative, and technical supports.
