Gender, teaching experience, and ICT integration self-efficacy in economics classrooms: evidence from Ghanaian senior high schools

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Introduction The integration of Information and Communication Technology (ICT) into teaching and learning has become a central strategy for improving instructional effectiveness and student engagement in secondary education. However, the extent to which Economics teachers and students in Ghana possess the confidence to use ICT effectively, and whether such confidence differs by gender and teaching experience, remains underexplored. This study examined the ICT integration self-efficacy of Economics teachers and students in Ghanaian Senior High Schools, with particular attention to gender differences among teachers and students and variations associated with teachers' years of teaching experience. Methods Guided by Self-Efficacy Theory, the study adopted a quantitative approach using a descriptive cross-sectional survey design. The sample comprised 350 Economics students and 40 Economics teachers. Data were collected using an adapted version of the Computer Technology Integration Survey. Descriptive statistics (means and standard deviations) were used to assess levels of ICT integration self-efficacy, while inferential statistics (independent samples t-tests and analysis of variance [ANOVA]) were employed to examine gender and teaching experience differences. Results and Discussion The findings revealed that both teachers and students reported high levels of ICT integration self-efficacy. No statistically significant gender differences were found among teachers and students in their self-efficacy for using ICT in teaching and learning. In addition, teaching experience did not significantly influence teachers' ICT integration self-efficacy. The findings suggest that, although overall confidence in ICT use is high, schools should provide continuous professional development and practical training focused on emerging digital tools and pedagogical ICT integration. These results offer useful insights for policymakers and educational stakeholders seeking to strengthen ICT integration in Ghanaian Senior High Schools.

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