ABSTRACT
Information communication technology (ICT) is considered an essential tool to fully participate in the knowledge society; therefore, integration of ICT in teaching and learning is often high on the educational reform agenda. The outbreak of the COVID-19 pandemic in 2020 accelerated the need for ICT integration in higher education institutions (HEIs). Many challenges, however, persist in resource-constrained settings like Africa. The University of Eswatini (UNESWA), the biggest HEI in the Kingdom of Eswatini (formerly Swaziland), adopted emergency response teaching by switching to online teaching and learning in response to the national lockdown in March 2020, following the closure of schools. This chapter applied a multilevel analysis to explore the integration of ICT into education in the Kingdom of Eswatini at individual, institutional, and national levels using UNESWA as a case study. At the individual level, the chapter examined academics’ socio-cultural capitals, including competencies while at the institutional level, resources, policies, institutional capacity, and support were explored. Finally, the infrastructure and connectivity were analysed at the national level. Findings suggest that specific policy direction charted at national level is critical for the efficient implementation of the integration of ICT in education in Eswatini.
