Digital Technology Use, Self-Reported Digital Literacy, and Emerging AI Practices among Teachers in Nepal: A Descriptive Survey

Abstract

The growing presence of digital technology in education has increased expectations for teachers to use digital tools in their professional and instructional activities. However, access to technology does not necessarily indicate the ability to use it effectively for educational purposes. This study examines patterns of technology use, self-reported digital literacy, and teachers’ perceptions of the importance of information and communication technology (ICT) in Nepal. A descriptive survey design was employed using data from 200 teacher survey records. The data were analysed through frequencies, percentages, means, and standard deviations. The findings indicate that 71% of the respondents reported using the internet for more than one hour daily, while 48% spent more than one hour on screens for academic or professional purposes. Although 89% reported having learned about technology at school, their self-rated digital literacy showed variation, with a mean score of 4.30 (SD = 1.51). Similarly, 98% considered ICT necessary. Email, Google Drive, YouTube, and mobile applications were reported as useful across different areas of life, whereas several other digital platforms were less commonly used. The findings provide a descriptive account of teachers’ engagement with digital technology and their reported experiences of digital learning and emerging AI applications.