Evaluating ICT Practices in Higher Education: A Quantitative Study Using the SABER ICT Policy Framework in Pakistan

Abstract

This study aims to evaluate the integration of Information and Communication Technology (ICT) in the public sector universities of Pakistan using the World Bank’s SABER ICT Policy Framework. The research explores institutional practices across eight policy dimensions: vision and planning, infrastructure, teacher development, digital skills, learning resources, education management systems, monitoring and evaluation, and equity. A structured survey was administered to 80 faculty members across universities in the Punjab and Sindh. Descriptive statistics were run to examine patterns of ICT integration. Findings reveal fragmented and inconsistent practices, with weak performance in monitoring systems, professional development, and infrastructure. Institutions in the Punjab scored relatively higher, while universities in Sindh lagged behind. The recommendations direct policy actions to strengthen digital planning, equitable investment, and faculty capacity-building. The SABER ICT policy framework proved useful for benchmarking maturity and guiding reform in higher educational institutions for improvement. Comparative insights and regional disparities underscore the need for locally tailored digital strategies in higher education for future researchers.