ICT Interventions in Indian B-Schools: The Interplay of Teacher, Student, and Institutional Factors in Shaping Academic Performance

Abstract

Indian B-Schools are rapidly integrating Information and Communication Technology (ICT) to enhance teaching–learning processes and improve academic outcomes. Yet, the effectiveness of these interventions varies widely, suggesting that technology alone is not enough; the surrounding human and institutional ecosystem determines its true impact. This study examines ICT effectiveness through a three-dimensional lens encompassing teacher-related, student-related, and institutional factors. The research aims to understand how teachers’ attitudes, ICT competency, and professional development influence the implementation and pedagogical use of ICT tools in management education. Simultaneously, it evaluates students’ perceptions, access to digital resources, and digital literacy, and how these variables relate to academic performance in ICT-integrated learning environments. In addition, the study investigates institutional determinants, including ICT infrastructure, availability of technical support, policy frameworks, and administrative commitment toward digital learning initiatives.