DOI:
https://doi.org/10.63385/ipt.v2i1.352Keywords:
Conflict Situations, Education, Educational Inclusion, Information and Communication Technologies, MozambiqueAbstract
This study examines the impact of Information and Communication Technologies (ICT) on the educational inclusion of children displaced by conflict in the northern provinces of Mozambique, analyzing how these technologies contribute to their learning. The research explores disparities in access to and use of ICT in schools, emphasizing the challenges faced by displaced children. Employing a mixed-methods approach, data were collected from a sample of 35 participants through questionnaires administered to students, teachers, and school administrators; semi-structured interviews with educators and Non-Governmental Organizations (NGOs); focus groups with displaced children; and classroom observations. The analysis identifies three key findings: (i) ICT availability differs markedly between urban schools (70% with access) and rural/conflict-affected areas (30% with limited or no infrastructure); (ii) displaced children show strong interest in ICT but face low levels of digital literacy, hindering effective use; and (iii) teacher training substantially enhances the success of ICT-based methodologies, although ongoing support remains insufficient. The study underscores the urgent need for investment in infrastructure and continuous professional development to address regional inequalities and strengthen pedagogical practices. While ICT demonstrates clear potential, educational inclusion ultimately depends on overcoming disparities in access and adapting methodologies to the specific needs of displaced children.
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