In spite of the prioritization of technology in educational institutions, its integration in mathematics teachers’ instructional practices at the pre‐tertiary level remains low. This study examines the integration of information and communication technology (ICT) in mathematics pedagogy among 53 junior high school (JHS) teachers who were selected on purpose in Ghana, utilizing a convergent parallel mixed‐methods design. Drawing on a multi‐theoretical framework (TPACK, UTAUT, Community of Inquiry, and Diffusion of Innovation), the study explores the effects of teachers’ perceptions of ICT integration, methods of teaching with ICT, ICT instructional influence and obstacles on ICT integration in the mathematics classroom context. Means and standard deviation, linear and multiple regression informed the analysis of the data. The results of the finding show teachers positive dispositions towards the integration of ICT in mathematics. Further, quantitative findings from regression analysis ( R 2 = 0.65) indicate that perceptions ( β = 0.45, p < 0.01) and methods ( β = 0.30, p < 0.01) positively predict ICT integration, while obstacles ( β = −0.25, p < 0.01) negatively predict it. Qualitative data highlight contextual barriers, such as resource constraints, and limited pedagogical strategies. Findings contribute to understanding ICT integration in resource‐constrained settings, offering policy recommendations for infrastructure investment, targeted professional development, and gender equity in Ghanaian JHS mathematics education.
Assamah et al. (2026) studied this question.