UNESCO ICT Competency Framework for Teachers (ICT-CFT version 3): Implications and Implementation Within Higher Education in Cameroon

Sylvanus Wara Ngu^1,

¹Faculty of Science, University of Maroua, Cameroon

Cite this paper:
Sylvanus Wara Ngu. UNESCO ICT Competency Framework for Teachers (ICT-CFT version 3): Implications and Implementation Within Higher Education in Cameroon. Journal of Innovations in Teaching and Learning. 2026; 6(1):15-25. doi: 10.12691/jitl-6-1-3

Abstract

This study assesses the effectiveness of the UNESCO-developed ICT Competency Framework for Teachers in equipping university lecturers with relevant ICT skills for the Digital Age and Education 2030. A mixed research design used both a survey and a Media Focus Group Discussion to gather data from 206 randomly selected teachers and lecturers across public universities in Cameroon. University administrators, including deputy vice chancellors, managers of University Multimedia Centers, faculty deans, and department chairs, were also interviewed. Data analysis involves using bar charts and content analysis. The findings showed that about 80% of lecturers are still in the knowledge acquisition stage, over 75% have not yet reached the knowledge deepening stage, and more than 80% have not yet achieved knowledge creation. This indicates that approximately 78% of lecturers are lagging in ICT-Education skills, and the level of implementation of the ICT-CFT remains around 30%. Recommendations were provided to stakeholders to better align with the UNESCO ICT Framework for Teachers in public universities across Cameroon.

Keywords:
Digital Age Teachers/Lecturers ICT Competency Framework UNESCO Education 2030

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