Abstract:
Developing youth’s technical and Information and Communication Technology skills is an SDG 4 targets (4.4.), while the use of online educational material is a promoted tool to implement SDGs-related measures. This study is a case study exploring the complex role of ICT in teaching social sciences at a higher education institution using a blend of quantitative and qualitative research methods. Employing Urie Bronfenbren-ner’s ecological systems theory, the research investigates how digital tools impact stu-dents' academic performance across three courses with varying levels of ICT integra-tion. The study evaluates students' digital skills, compares the effectiveness of ICT-based and traditional teaching methods, and analyses how these methods influ-ence the students' comprehension and performance of the subject matter. The findings revealed that while certain ICT skills and competencies enhance students’ academic performance, students value ICT tools differently depending on both the course’s sub-ject matter and their own digital competencies. The research also highlights the im-portance of teachers' ability to blend ICT and non-ICT activities effectively to enhance students' understanding. The study contributes to the ongoing discourse on ICT in ed-ucation, emphasising the need for a more nuanced, multi-layered approach to under-standing the intersection between technology and education, particularly in non-technical fields like social sciences.
