Technological infrastructure conditions and their influence on the integration of ICT-enriched learning environments in an Angolan HEI

Abstract

Technological infrastructure plays a fundamental role in mediating the teaching and learning process. Symbolic mediation refers to the relationship between the individual and the world, established through signs and instruments. The main objective of this study was to analyze whether the technological infrastructure conditions of an Angolan higher education institution (HEI), in conjunction with the technological resources available to teachers and students, favor the effective use of ICT in technology-enhanced learning environments. A qualitative approach was adopted, applying two questionnaires to 83 lecturers and 521 students, with the data processed through descriptive statistics. The findings reveal that, despite advances in the availability of infrastructure, digital devices, software, and Internet access, significant discrepancies remain between the technological resources effectively available to teachers, students, and the institution itself, when compared to what theory indicates as necessary for the integration of ICT into the curriculum. These limitations compromise the effective, sustainable, and equitable use of ICT in learning environments. This study contributes to a deeper understanding of the perceptions of lecturers and students from an Angolan HEI regarding technological infrastructure conditions and their own technological means, with potential for broader generalizations to other HEIs in Angola.