The integration of Information and Communication Technologies (ICT) in the teaching of fashion and fabrics

Fashion and fabrics (FF) currently rely on traditional teaching methods, yet there is a clear need and significant potential to explore ICT integration within the curriculum. This study investigated the readiness, attitudes, and knowledge of FF teachers regarding ICT integration. Employing a pragmatist paradigm, a sequential exploratory design was adopted. The sample comprised all FF teachers (N = 54) in the Hhohho region while qualitative data was gathered through convenience sampling (N = 15). The findings revealed that teachers generally possess a positive attitude towards ICT integration and are competent in basic computer skills. They recognize ICT’s potential to engage students, improve learning, and reduce workload. However, teachers lack proficiency in fashion computer-aided design (CAD) software. Furthermore, teacher readiness to use ICT varied significantly across age groups, with teachers aged 40-49 years showing slightly less readiness compared to other age groups. The study highlights the need for specialized training and improved access to technology to facilitate effective ICT integration in Fashion and Fabrics education. It is recommended that government should develop and implement targeted training programs to enhance teacher proficiency in using ICT for educational purposes; allocate necessary resources, including computers, projectors, and internet access, to schools to facilitate the effective implementation of ICT in classrooms

Exploratory research · Information and Communications Technology · Pragmatism · Technology integration · The Internet · Architecture, Art, Education · Crafts, Textile, and Design · Fashion and Cultural Textiles