Abstract

This paper explores a qualitative analysis of the university initiatives aimed at enhancing teachers' information and communication technologies (ICT) competencies in Nepal. ICT encompasses various communication devices and applications such as radio, television, cellular phones, computers, and satellite systems. University initiatives are structured programs and activities that integrate ICT into the educational landscape to improve teachers' competencies. ICT integration in education is crucial for interactive learning, but teachers often face challenges like inadequate training, resource scarcity, limited access, time constraints, and insufficient technology skills. This paper used a qualitative research method, focusing on in-depth interviews with eight economics teachers selected through purposive sampling. The research inquired about the initial feelings and changes in confidence and teaching practices after implementing ICT tools in the training. For example, teachers require continuous and context-specific professional development programs to enhance their ICT skill needs. In addition, ongoing training and infrastructure investments emphasize the necessity of current hardware and reliable internet for successful ICT integration. This paper concludes that teachers initially felt overwhelmed by the complexity of new technologies, but over time, through supportive training and peer collaboration, they gained empowerment and ownership. In this context, the universities are enhancing teachers' ICT competencies through professional development, infrastructure improvements, fostering a supportive culture, and curriculum integration.