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Yet studies within the Malaysian context report uneven implementation outcomes. Using discourse analysis, this paper reviews large-scale digitization initiatives, from the Smart Schools program to the Frog Virtual Learning Environment (VLE), and analyzes rationales and stakeholder impacts at classroom level. The synthesis identifies factors shaping successful versus unsuccessful uptake and supports future policy planning.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/technology-adoption-in-malaysian-schools-an-analysis-of-national-ict-in-education-policy-initiatives/601179/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/technology-adoption-in-malaysian-schools-an-analysis-of-national-ict-in-education-policy-initiatives/601179.png","ImageObject",300,407,{"name":92,"@type":93},"LangkahRina","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main goal of the paper on ICT policy in Malaysia?","Question",{"text":113,"@type":114},"The paper examines research studies on large-scale initiatives to digitize Malaysia’s education system and analyzes how rationales and stakeholder impacts differ between successful and unsuccessful implementation.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which levels are used to describe ICT policy implementation in schools?",{"text":118,"@type":114},"Implementation is discussed at macro (national agencies), meso (regional agencies), and micro (schools and teachers) levels.",{"name":120,"@type":111,"acceptedAnswer":121},"How do external and internal barriers relate to ICT implementation success?",{"text":122,"@type":114},"External barriers include ICT training quality, opportunities for training, technical support, infrastructure adequacy, and school leadership, while internal barriers include teachers’ ICT competence, belief systems, and teaching philosophies.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},601179,1792165370,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146},962090893776,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Technology adoption in Malaysian schools: An analysis of national ICT in education policy initiatives  \nTechnology adoption in Malaysian schools: An analysis of national  \nICT in education policy initiatives  \nAzlin Zaiti Zainal  \n[azlinzainal@um.edu. my](azlinzainal@um.edu. my)  \nUniversiti Malaya, Malaysia  \nSiti Zaidah Zainuddin  \n[zaidah75@um.edu. my](zaidah75@um.edu. my)  \nUniversiti Malaya, Malaysia  \nAbstract  \nEducational change, particularly change involving the adoption of educational innovations, is a complex process . In Malaysia, the significant role of information and communication technologies (ICTs) in promoting digital education is reflected in the national ICT in education policy. Nevertheless, studies in the Malaysian educational context have shown that the policy implementation resulted in varying degrees of success . Through a discourse analysis approach, this paper aims to examine the research studies on large-scale initiatives introduced to digitize the Malaysian education system, from the Smart Schools program to the incorporation of the Frog Virtual Learning Environment (VLE) in the classroom . The rationale behind these top-down initiatives and how they affected the stakeholders at the micro level, namely, teachers and students, are reviewed and analyzed. The analysis informs our understanding of the factors that contribute to the successful and unsuccessful implementation of these initiatives and guide the planning of future policies .  \nKeywords  \nTechnology; Education policy; Literature review; Discourse analysis-based research synthesis  \nA. Z. Zainal & S. Z. Zainuddin  \nDigital Education Review-Number 37, June 2020-[http://greav.ub.edu/der/](http://greav.ub.edu/der/)  \n172  \nI. Introduction  \nPettersson’s (2018) review indicates that research has tended to overlook the wider contextual factors affecting teachers’ integration of technology and focused more on teachers’ competencies in ICT use . It is argued that although teachers can develop their individual competencies in ICT use, it is imperative to seek ways to disseminate effective uses of ICT to support their use on a wider scale and in directing the change (Agélii Genlott, Grönlund & Viberg, 2019) . It is especially crucial to consider the enabling factors of technology use in schools and also consider the reasons why some initiatives are more successful than others within the context of implementation . Comparative studies on the impact of ICT in education policies are useful in illustrating the factors that contribute to the effective implementation of policies (Plomp, Anderson, Law & Quale, 2009) . Nevertheless, it is more common to find studies conducted in the western context compared to developing countries . As argued by TolaniBrown, McCormac and Zimmermann (2011, p.219) “the context for studies in North America and Europe is very different from the social, economic and cultural realities often found within communities in developing countries” due to the differing resources available and the goals to be achieved. They further suggest the importance of understanding the host of factors that facilitate or mitigate ICT effects on students’ learning in making decisions about policy implementation . This study aims to explore the influence of ICT in education policy on two different projects that integrate ICT in the teaching and learning process .  \na. Factors affecting effective ICT in education implementation  \nRelated to the complexity of educational change are issues associated with factors that influence the implementation of new educational initiatives . As Younie (2006) has argued, the implementation of ICT policy can be observed at macro (national agencies), meso (regional agencies) and micro (schools and teachers) levels, and the multifaceted nature of implementation is one of the reasons why it is difficult to obtain the desired impact. The challenges to ICT implementation have also been discussed at length (Mumtaz, 2000; Pelgr","cbCaimO5nzyY2BE1","https://ap.wps.com/l/cbCaimO5nzyY2BE1","pdf",164881,23,"English","# Introduction\n# Factors affecting effective ICT in education implementation","[{\"question\":\"What is the main goal of the paper on ICT policy in Malaysia?\",\"answer\":\"The paper examines research studies on large-scale initiatives to digitize Malaysia’s education system and analyzes how rationales and stakeholder impacts differ between successful and unsuccessful implementation.\"},{\"question\":\"Which levels are used to describe ICT policy implementation in schools?\",\"answer\":\"Implementation is discussed at macro (national agencies), meso (regional agencies), and micro (schools and teachers) levels.\"},{\"question\":\"How do external and internal barriers relate to ICT implementation success?\",\"answer\":\"External barriers include ICT training quality, opportunities for training, technical support, infrastructure adequacy, and school leadership, while internal barriers include teachers’ ICT competence, belief systems, and teaching philosophies.\"}]","Technology adoption in Malaysian schools - An analysis of national ICT in education policy initiatives | PDF",1792092129,58]