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Bridging Educational Gaps: Integrating ICT into Timor-Leste’s 2014 Primary Curriculum for Inclusive Digital Learning
Abstract
This systematic review investigates the integration of Information and Communication Technology (ICT) into Timor-Leste’s 2014 primary school curriculum and examines its transformative potential and implementation challenges. ICT aims to modernize education, enhance student engagement, and address inequalities in access and quality, particularly in rural and underserved communities. The review applied PRISMA guidelines and analyzed academic and institutional sources published between 2016 and 2024. Findings show that ICT improves student learning outcomes, fosters critical thinking, and enables personalized, inclusive learning. However, challenges include limited infrastructure, insufficient teacher training, and digital access disparities, especially for girls and low-income students. The study underscores the need for strategic interventions, including teacher capacity-building, infrastructure development, and gender-sensitive policies. It recommends localized digital content and inclusive digital literacy programs to ensure equitable access. These efforts align with Sustainable Development Goal 4 (Quality Education) by promoting digital equity and resilience in Timor-Leste’s education system.
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DOI: https://doi.org/10.17509/ijert.v6i1.88065
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