ICT AND EIE IN THE EDUCATION POLICY OF 2009; THEIR EFFECTIVENESS AND OTHERWISE

Abstract

The COVID-19 pandemic created an unprecedented shift in global education, where Pakistan faced significant challenge in sustaining learning continuity. This study examines the effectiveness of online English as a Foreign Language (EFL) classes during the pandemic, within the framework of Pakistan’s Education Policy 2009. The policy emphasizes the integration of Information and Communication Technology (ICT) as a means of improving educational quality and accessibility, particularly in emergencies. Using a mixed-methods approach, this research explores how ICT tools were utilized in the online learning environment and evaluates their impact on students’ language acquisition and teachers’ instructional methods. Findings indicate that while the policy's vision of ICT inclusion provided a foundational framework, gaps in implementation, digital infrastructure, and teacher training hindered its full potential. The study also highlighted innovative practices adopted by educators to overcome these barriers, as well as the socio-economic disparities that shaped students’ learning experiences. This research underscores the need for stronger policy enforcement, equitable resource distribution, and capacity-building initiatives to ensure sustainable educational outcomes in line with Pakistan’s national goal.