ICT-Enabled School Education: A Case Study of Government Higher Primary School, Kerkalmatti Village, Bagalkote District

Abstract

The integration of Information and Communication Technology (ICT) in school education has become a significant driver of qualitative improvement in teaching–learning processes. Government schools in rural areas face unique challenges in adopting ICT, yet some institutions have emerged as successful models. The present study analyses the status, implementation, and effectiveness of ICT-enabled education in Government Higher Primary School, Kerkalmatti village of Bagalkote district. Using a case study method, data were collected from teachers and students through questionnaires, observation, and interviews. The study examines ICT infrastructure, teacher readiness, student engagement, and academic impact. The findings reveal that systematic ICT integration has enhanced classroom interaction, learner motivation, and instructional effectiveness, despite certain infrastructural and training limitations. The study concludes with suggestions for strengthening ICT-based education in rural government schools.