This article reports an examination of information and communication technology (ICT) integration in teaching and learning activities in higher education in Nepal. ICT education policy by the government of Nepal emphasises the need to develop teachers’ ICT competencies and suggests the use of ICT will transform traditional models of teaching to ones that are student-centred. The case study reported the lack of clear strategy to implement the ICT education policy and to fund for the ICT infrastructure and professional development of university staff to integrate ICT in teacher education. In this case, the Faculty of Education in the university, where there is no funding from the government and university for the ICT in education project, received funding from an international organisation to install ICT infrastructure and provide ICT training for teachers and other staff. It is argued that, to realise the policy in practice, more sustainable mechanisms need to be developed to provide ICT facilities for teachers and to train them how to use ICT in teaching activities.

This article reports on teachers’ experiences of ICT training in rural areas of Nepal. It discusses aspects of policy documents to help understand the Nepali educational context, before highlighting the challenges of establishing and maintaining infrastructure and professional learning opportunities across a country with challenging terrain and extreme environmental conditions. It then examines teachers’ perceptions in five rural primary schools about their experiences of training to use modern educational technologies in instructional activities. The findings indicate that none of the teachers received training in the use of ICT in their initial teacher education and that the Government has allowed non-governmental organisations to provide ICT infrastructure and training for rural schools and teachers. Although this is a small study, it offers insights into the gap between policy and practice and highlights the contextual challenges of Nepal’s attempts to operate on a global educational level as well as the challenges for teachers.

Educational policy implementation can be conceptualised in terms of an ecological model that explores roles and relationships within a complex evolving environment. This article draws on an ecological model to examine Nepal's implementation of its policy for information and communication technology in education. The policy is developed by government and mandated to schools, but government does not commit funding to resource infrastructures or train teachers in information and communication technology (ICT) use. Instead, nongovernment organisations (NGOs) have stepped in and provided resources and training. Thus, two separate systems have evolved. This article examines their actions and interactions as components within an ecology. It utilises a methodological approach that involves qualitative case studies of particular rural schools, analysed through interpretive phenomenological analysis and the lens of an ecology model. It reports findings of how a largely symbiotic relationship has evolved that is somewhat successful in meeting immediate needs and examines changes that are developing in the ecology and that may impact on the future of ICT implementation in Nepal. The study contributes to practical understanding of the potentially symbiotic roles of NGOs and government in ICT provision to rural schools in Nepal. It further contributes to ways policy implementation in developing countries may be theorised.

This paper examines the awareness of artificial intelligence (AI) among school teachers in Nepal. We interviewed twenty teachers from ten urban schools in Nepal over four weeks using a semi-structured interview tool. The analysis of interview data reveals the teachers’ mixed perception of AI, including their understanding of innovative technologies in education, the potential challenges for new-generation teachers, and the opportunities for pedagogical transformations. The findings suggest that although the teachers have limited awareness of how AI can be used in teaching and learning, they possess some level of understanding that has opened up new opportunities for exploring innovative ways of teaching and learning. Notably, participants discussed tools, such as Education Management Information System (EMIS) for record keeping and automated grading and AI-driven chatbots for student tutoring. However, teachers also expressed concerns about the possibility of AI replacing human teachers. These insights provide valuable implications for policymakers and educators regarding the integration of AI into classroom instructions to promote innovative and equitable learning opportunities.

The purpose of this article is twofold, firstly, it aims to contribute to the literature of school leadership and practices from the unexplored, low-income country, Nepal and secondly, to deliberate how these practices are uniquely and situationally enacted within their context. A qualitative approach was used to carry out the study in three successful high performing community schools considering their levels of poverty and demographic. A semi-structured interview process was carried out with school headteachers, deputy headteachers, classroom teachers and students to understand the complexity of the context surrounding these schools. Information and links were explored to contextual challenges, the role of school leaders, policy and practice. The findings suggest that a range of leadership styles and strategies, along with a commitment to “the job” and dedication in identifying challenges are significant. Understanding the context of headteacher’s school also appeared to be crucial, affecting reform in the schools within this study and their success as community schools. Focusing on how successful community schools in Nepal achieve high preforming students compared to most community schools in similar circumstances. This study highlighted that effective leadership models applied in schools with challenging contexts contributed to students’ progress and attainment.