Assessing primary school teachers’ self-directed learning competences in ICT integration: a case study of Gweru Urban District

This qualitative case study explores the preparedness of primary school teachers in Gweru Urban District, Zimbabwe, to engage in self-directed learning (SDL) for integrating information and communication technology (ICT) into teaching and learning. Guided by the Self-Directed Learning (SDL), Technology Acceptance Model (TAM), and Technological Pedagogical Content Knowledge (TPACK) frameworks, the study addresses how teachers utilise SDL strategies, the challenges they encounter, and possible interventions, to enhance their readiness for ICT integration. Data were collected through semi-structured interviews and questionnaires with 40 teachers and five school heads. Findings indicate that while a small group of motivated teachers independently pursued ICT knowledge through mobile applications, online tutorials and peer collaboration, the majority struggled with basic digital skills, technophobia, limited infrastructure and lack of structured professional development. These constraints hinder their ability to engage in effective SDL. Participants proposed several context-sensitive strategies to improve SDL and ICT integration. These include appointing ICT focal persons in schools, increasing funding for digital infrastructure, leveraging government initiatives, and providing continuous hands-on training that embeds SDL principles. The study concludes that fostering SDL competence, alongside improving policy support and resource provision, is essential for enabling teachers to meaningfully integrate ICT in primary education, particularly in low-resource settings such as Zimbabwe.