The integration of educational technology in higher education has become indispensable for enhancing instructional quality and fostering modern, student-centered learning environments. However, in developing countries such as Nepal, the effective incorporation of digital technologies into everyday teaching practices remains significantly constrained by a complex set of interrelated barriers. While prior studies have extensively explored technology adoption frameworks and faculty readiness indicators, comparatively limited scholarly attention has been directed toward the concrete and specific challenges that hinder actual technology integration from the practical perspective of teaching professionals operating in resource-constrained settings.
This study systematically examines the barriers affecting educational technology integration in higher education institutions in Nepal, drawing upon survey data collected from 68 college teaching professionals distributed across multiple districts and institutional types. Employing a quantitative, cross-sectional research design, the study identifies and analyses four primary categories of barriers: institutional barriers including limited training opportunities and weak support structures; technological and infrastructural barriers such as unreliable internet connectivity and inadequate hardware; human and skill-related barriers encompassing digital competency gaps and confidence deficits; and external and contextual barriers including policy implementation gaps and socio-economic constraints.
The findings reveal that institutional barriers, particularly the absence of structured professional development programs and insufficient administrative support, represent the most significant impediments to effective technology integration, closely followed by technological infrastructure challenges. Human factors, while moderately significant, indicate that attitudinal resistance is less acute than structural constraints. External factors related to national policy frameworks further shape the adoption environment. The study underscores that technology integration cannot be achieved through resource provision alone but demands a coordinated, multi-level institutional response involving infrastructure investment, targeted faculty training, clear ICT policies, and sustained leadership commitment. The findings offer empirically grounded, actionable recommendations for college administrators, policymakers, and teaching professionals engaged in advancing meaningful digital integration in Nepal's higher education sector.