Main Article Content
Abstract
The insightful transformation of teaching content in outcome-based quality classroom activities with an upsurge of technologies in higher education is at the center. Despite a good amount of investment in ICT in the new teaching-learning paradigm in Eritrean Higher Education, numerous challenges still pose hinderance in the process of integratingtechnology-aided pedagogy and content (TPC) into the education system. The objective of the study was to investigate the contextual challenges in the process of TPC integration in higher education in Eritrea that would help find ways to overcome the same and bring efficientapplication of TPC for facilitating the teaching-learning processes in and out of the classroom. As reported through this study, majority of the respondents were in need of training on technology use (21 out of 30). Also, a good number of respondents (17) claimed for the need of adequate classroom equipment and necessary arrangements. Besides, other factors stand as prevailing challenges to TPC integration such as electricity power interruption, internet connectivity bottlenecks, lack of adequate awareness on the newly introduced technologies and services in the campus.