https://hmjournals.com/ijaap/index.php/JMC <p>The <strong>Journal of Multidisciplinary Cases (JMC) </strong>having<strong>ISSN 2799-0990 </strong>is a double-blind, peer-reviewed, open access journal that provides publication of articles in all areas . The objective of this journal is to provide a veritable platform for scientists and researchers all over the world to promote, share, and discuss a variety of innovative ideas and developments in all aspects of <strong>various fields</strong>.</p> HM Journals en-US Journal of Multidisciplinary Cases 2799-0990 https://hmjournals.com/ijaap/index.php/JMC/article/view/6470 <p>The Ministry of Education in India has identified digital education and the integration of Information and Communication Technology (ICT) into teaching-learning processes as a key educational reform. Despite teachers generally expressing positive attitudes toward ICT, its effective classroom integration in government schools remains limited. This study examines the gap between teachers' favorable perceptions of ICT and their actual classroom practices in government high and senior secondary schools in Haryana, while exploring the influence of institutional and district-level factors. The study draws on state-wide research conducted under the ICT Schools Programme in Haryana (2016–2023). Data were collected from 483 government high and senior secondary schools selected from 3,170 ICT schools across all 21 districts. Participants included principals, computer teachers, subject teachers, and students. Using descriptive statistics, district-level comparisons, and thematic analysis of qualitative responses, the study investigates teachers' ICT attitudes, digital competence, pedagogical practices, infrastructure availability, teacher training, and institutional support. The findings reveal that many teachers continue to face challenges in developing digital teaching materials, integrating e-content into subject instruction, and implementing ICT-supported activity-based learning. Drawing on the Technology Acceptance Model (TAM), the TPACK framework, Diffusion of Innovation Theory, and digital divide perspectives, the study concludes that structural and institutional barriers, rather than negative teacher attitudes, are the primary constraints on effective ICT integration. The paper recommends practice-based teacher training, continuous academic support, stronger school-level digital ecosystems, and district-specific implementation strategies to enhance ICT integration in line with the Ministry of Education's objectives.</p> Dr. Manoj Kaushik Prof. Sharad Sinha Copyright (c) 2026 Authors https://creativecommons.org/licenses/by/4.0 2026-07-03 2026-07-03 6 2 1 12