DRIVING EDUCATIONAL INNOVATION: EDUCATION POLICY AND TECHNOLOGICAL DEVELOPMENT IN SECONDARY SCHOOLS
DOI:
https://doi.org/10.67221/yv6et590Keywords:
- Academic performance, Education policy, Educational technology, Innovation, Student engagement, Technological developmentAbstract
This paper examines how education policy shapes technological development and the integration of digital tools in secondary schools. Using an embedded case study of urban secondary schools in Manzini Region, Kingdom of Eswatini, the study drew on surveys of 296 students, 48 teachers, and 25 administrative or support staff, complemented by 10 structured observation checklists. Policy implementation strength was operationalised through a policy rating index, while technological development was operationalised as school-level availability, functionality, and use of digital infrastructure and learning technologies. Correlation and linear regression analyses indicate that policy ratings significantly predict technological development (standardised β = 0.499, R² = 0.912, p < 0.001). Schools reporting clearer standards, resourcing, and implementation support also reported higher student engagement and improved academic performance trends. The findings underline that policy design is necessary but insufficient unless accompanied by financing, capacity development, and routine monitoring. Recommendations focus on sustained funding, teacher professional development, and accountability mechanisms to translate policy intent into measurable classroom-level technology use.
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Copyright (c) 2026 Adesola Afolayan Olayinka, Fashion Phiri, Charles Eiseb (Author)
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