Bariu, T.Boudouaia, A.Chun, X.2025-05-222025-05-222022Bariu, T., Chun, X., & Boudouaia, A. (2022). Influence of teachers’ competencies on ICT implementation in Kenyan universities. Education Research International, 2022(1), 1370052.https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Influence+of+Teachers%E2%80%99+Competencies+on+ICT+Implementation+in+Kenyan+Universities&btnG=#d=gs_cit&t=1747903017962&u=%2Fscholar%3Fq%3Dinfo%3AutJpOyndVMYJ%3Ascholar.google.com%2F%26output%3Dcite%26scirp%3D0%26hl%3Denhttps://repository.chuka.ac.ke/handle/123456789/18835Research ArticleTeachers’ ICT implementation is of growing importance in classrooms; currently, technology has become an essential ingredient of teachers’ practice. The study explores the implication of teachers’ competencies on ICT implementation in universities. The empirical literature has established a considerable research gap despite teachers’ competencies being critical in ICT imple- mentation. The study presents a university survey in Kenya on 475 teachers exploring the implication of teachers’ ICT com- petencies on ICT implementation and teachers’ skills and knowledge. The descriptive statistics results indicated a mean of 4.279 and a Spearman correlation of 0.618 between teachers’ competencies and use of software tools, implying that teachers’ level of competencies increases as they use and employ software tools when teaching. The chi-square test statistic indicated results of 288.498 and a significance of P < 0.005. The P value is less than the chosen significance level α � 0.05, which checks for in- dependence on the teachers’ competencies on ICT implementation. Therefore, implying that the null hypothesis was rejected at the 5% level of testing. The conclusion was that there is significant evidence that teachers’ competencies significantly influence ICT implementation. Therefore, this study forms a foundation informing all universities stakeholders on their responsibility to support teachers in implementing technology in their instruction.enArticle