This study examines the integration of Information and Communication Technologies (ICT) in English language teaching across high schools in Veraguas, Panama. Entitled “Bridging the Digital Divide: Exploration of ICT Use in English Language Teaching in High Schools in Veraguas”, the research addresses the extent to which ICT contributes to digital literacy and language learning, while also highlighting persistent inequalities in access and use.
The study employed a survey-based methodology, gathering data from 200 students and 40 English teachers in suburban and rural schools of the province. The survey explored three primary dimensions: availability of ICT resources, teacher preparedness, and the impact of geographic location on access to technological infrastructure. Results indicate a pronounced disparity between urban and rural schools. Urban schools demonstrate greater access to ICT tools and higher levels of teacher digital proficiency, while rural schools continue to face severe limitations in infrastructure and training opportunities. Most teachers reported a pressing need for ongoing professional development to effectively integrate ICT into English language instruction. Similarly, students in rural areas identified limited access to digital resources as a major obstacle, directly influencing their learning outcomes. The study encountered limitations due to extended school closures during a national strike, which delayed data collection. For this reason, it is recommended that data collection resumes in March 2024 with a larger and more diverse sample. Overall, the findings emphasize the importance of reducing the digital divide through sustained investments in ICT infrastructure, continuous teacher training, and policy support from the Ministry of Education (MEDUCA). Addressing these gaps is essential to ensure equitable and effective English language teaching across all regions of Panama.
