Document Type : Research Paper
Author
Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran
Abstract
The present study seeks to understand the status of technology use and related indicators—such as software and hardware, educational spaces for these tools, the internet, video conferencing, university websites, educational and research systems, and programs in this field—at Farhangian University of Kurdistan. The main research issue is a multidimensional understanding of the technological, organizational, educational, and human dimensions of ICT in the context of Farhangian University, which plays a fundamental role in the country's educational system. The main research question is: what dimensions does ICT have in the studied society, and what understanding and interpretation do users have of it? The theoretical framework of the study combines Castells' network society theory, the Technology Acceptance Model (TAM/UTAUT), the constructivist learning approach, and the systems theory of education. Secondary analysis methods were used based on eight domestic and international articles (selected after reviewing 33 articles related to the field of study) that were most relevant to the area of interest. In the next stage, thematic narrative analysis was used to understand the subjects from these dimensions and to comprehend the semantics of the phenomenon with 15 students, employees, and faculty members of Farhangian University of Kurdistan (with maximum diversity), based on theoretical sampling and continued until data saturation was reached. In the secondary analysis section, six indicators were extracted: human, educational, managerial and budgetary, infrastructural, technological, sociocultural, and policymaking. In the next stage, based on participatory observation and in-depth interview techniques, the challenges of each dimension were listed descriptively. In the thematic narrative analysis section, where data from in-depth interviews with stakeholders were analyzed, ten primary categories, four secondary categories, and one core category were extracted. Based on the research results, it can be said that Farhangian University of Kurdistan faces serious challenges in the various aspects discussed, and the continuation of this trend in ICT use will confront the university with various educational, administrative, research, and organizational challenges, thereby deepening the process of underdevelopment and distancing from the fourth-generation university.
Extended Abstract:
Introduction
This study investigates the application of Information and Communication Technology (ICT) at Farhangian University of Kurdistan, a key institution in Iran's teacher training system, focusing on related indicators such as software, hardware, educational environments, internet connectivity, email systems, video conferencing, university websites, and educational and research platforms. The research seeks to provide a multidimensional understanding of ICT's technological, organizational, educational, and human dimensions within a higher education context critical to shaping future educators. The central research question examines the dimensions of ICT in the studied community and the stakeholders' perceptions and interpretations of its role. The theoretical framework integrates Castells' network society theory, the Technology Acceptance Model (TAM/UTAUT), constructivist learning principles, and systems theory of education, offering a comprehensive analytical lens.
Methodology
The method used in this research is qualitative. The type of research is descriptive-analytical, and data analysis was carried out using secondary analysis and thematic analysis methods. Data were collected through semi-structured interviews for thematic analysis and document review for secondary analysis.
The methodology adopts a rigorous mixed-methods approach to ensure a robust exploration of ICT application. Initially, a secondary analysis was conducted on eight carefully selected articles, chosen from an initial pool of 33 domestic and international publications based on their relevance to the research domain. This process involved a systematic review to identify key themes, trends, and gaps in the existing literature on ICT in higher education, particularly in teacher training contexts. The selected articles provided a foundation for understanding global and local perspectives on ICT adoption and its challenges, informing the subsequent empirical phase.
The empirical component employed thematic narrative analysis to capture stakeholders' subjective experiences and semantic interpretations of ICT's role. Data were collected through semi-structured, in-depth interviews with 15 participants, comprising students, administrative staff, and faculty members at Farhangian University of Kurdistan. Participants were selected using theoretical sampling to ensure maximum diversity in perspectives, including variations in academic roles, technological proficiency, and institutional experience. Interviews continued until theoretical saturation was achieved, ensuring that no new themes emerged. Each interview, lasting approximately 45 to 60 minutes, was audio-recorded, transcribed verbatim, and subjected to rigorous thematic coding. To complement the interviews and provide contextual richness, participatory observation was conducted in educational and administrative settings where ICT was utilized, such as classrooms, computer labs, and administrative offices. Observations focused on the practical application of ICT tools, user interactions, and institutional constraints, providing a triangulated perspective on the data.
Findings
In the secondary analysis, six key indicators were extracted: human (e.g., user skills and attitudes), educational-pedagogical (e.g., curriculum integration), managerial-budgetary (e.g., resource allocation), infrastructural-technological (e.g., hardware availability), sociocultural (e.g., community acceptance), and policymaking (e.g., strategic planning). These indicators framed the descriptive analysis of challenges, which were elucidated through insights from interviews and observations. The thematic narrative analysis of interview data followed a systematic process: initial open coding identified ten primary categories, which were iteratively refined into four secondary categories and one core category, encapsulating the overarching narrative of ICT's role and its challenges.
In the infrastructural and technological dimension, the results of the examined research showed that shortages of specialized human resources and technical personnel in the field of information and communication technology, limited access to primary resources such as electricity, an insufficient number of computers, low connection speed to global internet networks and limited bandwidth, and inadequacy of existing hardware and software, as well as a lack of technological systems and communication and information equipment, are the main factors hindering the practical development of ICT.
In the educational and training research examined, factors such as lack of sufficient skills in using technology, existing educational policies that fail to identify stakeholder information, and insufficient participation and group training were addressed. The desired situation was also defined in terms of integrating information technology into education and teaching, providing information literacy training, and maintaining a library, among other factors.
In terms of budget, research has identified high initial costs for setting up, operating, and maintaining equipment, lack of financial independence, difficulty in securing funding to equip classrooms and create necessary facilities, and lack of financial support for ICT development as challenges that will hinder its practical development.
In the policymaking dimension, research results indicate that the scope and dominance of traditional information exchange systems, the lack of separate management and vice-chancellors in the educational and research system, and the lack of inclination among some academic stakeholders to use ICT are considered challenges in this area. Focused policymaking in this field through guidelines and regulations could oblige users to adopt modern technologies.
In the sociocultural dimension, the results of the research showed that in Iranian society, heavy administrative bureaucracy, poor organizational governance, waste of time, individualization of affairs, lack of investment in soft sectors of development, and lack of sufficient user skills remain the dominant sociocultural challenges in this area. This is while in the world of information exchange and communication—also referred to as a borderless society—the speed of information transfer has increasingly become an indicator of countries' degree of development.
In the human dimension—encompassing individual, cultural, and human factors—the lack of sufficient skills in using information technology, insufficient computer skills, not owning a personal computer, insufficient command of the English language, the high ratio of students to computers at the university, lack of interest in research among students, and limited English proficiency among students and, to some extent, faculty members are factors influencing the underdevelopment of information and communication technology.
Secondary categories derived from the thematic analysis of interview data indicate that although information technology has attracted the attention of educational institutions worldwide due to its educational and financial benefits—such as reducing the cost of education, coordinating activities, and providing easier and more flexible access to education—there remain problems, obstacles, and challenges at Farhangian University. The results of the thematic analysis of the interviews show that legal-policy barriers, technical and technological infrastructure issues, and individual and educational barriers have prevented the penetration rate of information technology and its applications at Farhangian University from developing significantly. In this regard, we are facing a situation that can be described as the underdevelopment of information technology at Farhangian University.
Discussion and Conclusion
Findings reveal significant obstacles across ICT dimensions at Farhangian University. Inadequate infrastructure, including outdated hardware and unreliable internet, limits effective ICT integration. Budgetary constraints and a lack of strategic policymaking hinder resource allocation and long-term planning. Human factors, such as low digital literacy, exacerbate these issues, while sociocultural resistance to technological change persists. Educationally, the integration of ICT into pedagogical practices is limited, stifling innovative teaching. If unaddressed, these challenges will perpetuate educational, administrative, research, and organizational deficiencies, further distancing the university from fourth-generation university standards, which emphasize advanced technological integration and global connectivity.
The study highlights a state of digital underdevelopment rooted in a significant gap between the current and desired states of ICT integration. This gap is evident in technological deficiencies, limited user proficiency, and an institutional culture that undervalues ICT's transformative potential. Addressing this requires active policymaking, including targeted investments in modern infrastructure and reliable connectivity. Structured training programs to enhance digital literacy are essential for building a competent academic community. Additionally, revising institutional attitudes toward ICT demands leadership commitment to embedding technology as a core pillar of the university's mission. These steps are critical to aligning Farhangian University with contemporary higher education standards and fulfilling its role in preparing educators for a technology-driven era.
This research contributes to the literature on ICT in higher education by offering a context-specific analysis of a teacher training institution in a developing region. It underscores the interplay of technological, human, and organizational factors in ICT adoption and provides actionable recommendations for bridging the digital divide in similar settings.
Keywords
- Information And Communication Technology
- Farhangian University
- Secondary Analysis
- Thematic Narrative Analysis
- Digital Underdevelopment
- Higher Education
Main Subjects
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