Abstract:
Information and Communication Technology (ICT) education is essential for equipping
learners with the digital skills required in today's world. This study used the Unified Theory of
Acceptance and Use of Technology (UTAUT) model to predict secondary school students'
intentions and learning in ICT education. Previous research has not adequately explored the
predictors of learners' intentions and learning outcomes specifically in Lesotho secondary
schools. This study addresses the research gap by examining the relationships between
performance expectancy, effort expectancy, social influence, and facilitating conditions and
their impact on behavioural intention and actual learning outcomes in ICT education among
secondary school learners in Lesotho. The study surveyed Grade 10 and Grade 11 students
from 25 high schools in three Lesotho regions, with 670 students as a sample. The researchnstrument used was a structured questionnaire with closed-ended questions.
The study found a significant positive relationship between the UTAUT constructs and
students' behavioral intentions and learning outcomes in ICT education through data analysis
and reliability assessment. Performance expectancy, social influence and effort expectancy all
demonstrated strong positive correlations with behavioural intention to learn ICT. Facilitating
conditions were positively related to learning outcomes. Additionally, behavioural intention
significantly influenced learning outcomes, highlighting the importance of motivational factors
in ICT education. Based on the results, it is recommended that the Ministry of Education and
Training (MoET) in Lesotho prioritises investments in ICT resources and infrastructure across
schools, particularly in underserved regions. Teacher training programmes should be enhanced
to equip educators with the skills to teach ICT effectively. Furthermore, incorporating
strategies that enhance learners' motivation and intention to engage in ICT education is crucial
for improving learning outcomes.
