Abstract:
Education Technology plays a critical role in enhancing literacy and numeracy in primary
education. In Malawi, the Building Education Foundations through Innovation and Technology
(BEFIT) initiative aims to address these needs by improving educational practices in primary
schools. This study sought to investigate the factors influencing the adoption and implementation
of BEFIT in Malawian primary schools, with a particular focus on understanding how head
teachers are implementing this initiative.
The study followed a qualitative research approach, utilizing the interpretivist paradigm to explore
the experiences of school leaders and other stakeholders. A case study design was employed to
gather firsthand data from two primary schools in Nkhotakota District where the BEFIT project
is being piloted. Participants included head teachers and other stakeholders
Data collection methods comprised face-to-face interviews, focus group discussions, and
observations. Findings revealed that several challenges hinder the successful implementation of
the BEFIT program, including limited resource, high dropout rates and high proportion of
unqualified teachers. Additionally, failure to carefully incorporate learners with disabilities, were
identified as significant obstacles. However, head teachers employed various strategies to
overcome these challenges, such as fostering a collaborative environment among staff and
engaging all stakeholders in the process.
The study recommends that the government should intervene by formulating policies that support
inclusive education and infrastructure development, as well as provide adequate funding.
Furthermore, BEFIT should expand its training programs to ensure all stakeholders are well equipped to support the initiative.
Key words: educational technology, digital classroom, personalized learning, universal education,
BEFIT, technological tools, management, evaluation, supervision, implementation.
