4 extractive question-and-answer pairs built from Teachers’ Readiness in Integrating ICT in Teaching and Learning in Rural Government Schools of India, Using an Exploratory and Confirmatory Factor Analysis Approach | JOURNAL OF INDIAN EDUCATION, published by ejournals.ncert.gov.in. Source-evidenced topics include teachers’ readiness, ict integration, rural government schools, india, exploratory factor analysis (efa), confirmatory factor analysis (cfa), competency factors, negative attitudes. Every answer is a verbatim span of text the source prints, and each row carries the passage it sits in, its offset in that passage, the source quote, the page and the location in the document, so any row can be checked against the original. Question types in the export: 2 factual, 2 list. 2 of the 4 pairs (50.0%) ask explanatory questions; the remaining 2 are factual or table-based questions. 100.00% of rows pass the corpus quality gate.
This dataset explores the readiness of teachers in rural government schools of India to integrate Information and Communication Technology (ICT) into teaching and learning. It uses data collected from 235 teachers across three Regional Institutes of Education (RIE)-adopted blocks: Ichhawar, Chillika, and Hurda. The study employs Exploratory Factor Analysis (EFA) to identify key dimensions such as competency factors, attitudes, and ICT usage types. Challenges like increased workload and reduced confidence are noted as barriers to deeper ICT integration, while recommendations include capacity-building initiatives, technical support, and promotion of Free and Open-Source Software (FOSS).
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import desidata
df = desidata.load("ejournals-ncert-gov-in-d1f4ef9eaca2e56ddbe8fefb8b750e4a")
df.head()First 4 of 4 rows
| question | answer | context | answer_start | question_type | knowledge_quality_score | source_document | source_quote | source_page | source_location | confidence | validation_status |
|---|---|---|---|---|---|---|---|---|---|---|---|
| What concerns contribute to negative perceptions of ICT integration among teachers? | increased workload and reduced confidence | The findings indicate that teachers possess basic ICT skills and generally hold positive perceptions regarding the educational value of ICT. the use of advanced digital tools, such as MOOCs and Free and Open-Source Software (FOSS), remains limited. Negative perceptions, including concerns about increased workload and reduced confidence, continue to impede deeper integration. ICT usage is largely confined to basic instructional purposes, with minimal application in administrative tasks. The study highlights the need for targeted capacity-building initiatives, enhanced technical support, promotion of FOSS, and institutional incentives. While rural teachers exhibit partial readiness for ICT integration, sustainable digital transformation requires comprehensive training, infrastructure development, and policy support. | 296 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5617 | Negative perceptions, including concerns about increased workload and reduced confidence, continue to impede deeper integration. | p[0] | 0.700 | valid | |
| What initiatives are recommended to improve ICT integration among rural teachers? | targeted capacity-building initiatives, enhanced technical support, promotion of FOSS, and institutional incentives. | The findings indicate that teachers possess basic ICT skills and generally hold positive perceptions regarding the educational value of ICT. the use of advanced digital tools, such as MOOCs and Free and Open-Source Software (FOSS), remains limited. Negative perceptions, including concerns about increased workload and reduced confidence, continue to impede deeper integration. ICT usage is largely confined to basic instructional purposes, with minimal application in administrative tasks. The study highlights the need for targeted capacity-building initiatives, enhanced technical support, promotion of FOSS, and institutional incentives. While rural teachers exhibit partial readiness for ICT integration, sustainable digital transformation requires comprehensive training, infrastructure development, and policy support. | 525 | list | 0.820 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5617 | The study highlights the need for targeted capacity-building initiatives, enhanced technical support, promotion of FOSS, and institutional incentives. While rural teachers exhibit partial readiness for ICT integration, sustainable digital transformation requires comprehensive training, infrastructure development, and policy support. | ||||
| What analytical method was used to identify key dimensions of teachers' readiness to integrate ICT? | Exploratory Factor Analysis (EFA) | Published 2026-07-15 This study assesses teachers’ readiness to integrate Information and Communication Technology (ICT) in rural government schools of India, with a focus on competency, attitude, and usage. Using a multistage stratified random sampling method, data were collected from 235 teachers across three Regional Institutes of Education (RIE)-adopted blocks, namely Ichhawar, Chillika, and Hurda. Exploratory Factor Analysis (EFA) identified key dimensions, including three competency factors (advanced pedagogical skills, basic ICT literacy, and peripheral handling), two factors each for positive and negative attitudes, and two types of ICT usage (instructional and administrative). Confirmatory Factor Analysis (CFA) validated the proposed model, demonstrating high reliability (Cronbach’s α > 0.86). | 406 | factual | 0.490 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5617 | Using a multistage stratified random sampling method, data were collected from 235 teachers across three Regional Institutes of Education (RIE)-adopted blocks, namely Ichhawar, Chillika, and Hurda. Exploratory Factor Analysis (EFA) identified key dimensions, including three competency factors (advanced pedagogical skills, basic ICT literacy, and peripheral handling), two factors each for positive and negative attitudes, and two types of ICT usage (instructional and administrative). | ||||
| How many teachers across three Regional Institutes of Education (RIE)-adopted blocks, namely Ichhawar, Chillika, and Hurda? | 235 | Published 2026-07-15 This study assesses teachers’ readiness to integrate Information and Communication Technology (ICT) in rural government schools of India, with a focus on competency, attitude, and usage. Using a multistage stratified random sampling method, data were collected from 235 teachers across three Regional Institutes of Education (RIE)-adopted blocks, namely Ichhawar, Chillika, and Hurda. Exploratory Factor Analysis (EFA) identified key dimensions, including three competency factors (advanced pedagogical skills, basic ICT literacy, and peripheral handling), two factors each for positive and negative attitudes, and two types of ICT usage (instructional and administrative). | 287 | factual | 0.370 | https://ejournals.ncert.gov.in/index.php/jie/article/view/5617 | Using a multistage stratified random sampling method, data were collected from 235 teachers across three Regional Institutes of Education (RIE)-adopted blocks, namely Ichhawar, Chillika, and Hurda. | p[0] | 0.800 | valid |
Read straight from the file — download or use the API URL for the full dataset.
| p[0] |
| 0.700 |
| valid |
| p[0] |
| 0.700 |
| valid |