Abstract: Due to the recent technological advancements in developing computer applications, leading to new concepts of teaching, learning, and research, higher educational institutions are heavily invested in adopting information and communication technologies (ICTs) to cope with the dynamic and competitive environment. Timbercon (2020) states that educational institutions use ICT in research and the classroom to connect students, professors, administrators, and researchers. The world of education is transforming rapidly due to the digital revolution (Collins & Halverson, 2016). Digital technologies radically transform teaching and learning (Jamissen et al., 2017). Digital technologies are now part of the university and have been used to improve student learning (Henderson et al., 2017). This study investigates the factors contributing to using and accepting ICT technologies in higher education in the Mano River Union States. The foundational model of the study is constructed over the extended unified theory of acceptance and use of technology (UTAUT2) model. In Africa, Internet penetration is prolonged, and there is a need for effective development strategies (Friederici et al., 2017). A research network known as the Educational Research Network for West and Central Africa (ERNWACA) was established in 1989 in Freetown, Sierra Leone. It aims to improve educational practices and policies in the regions of West and Central Africa (Dele-Ajayi et al., 2021). Under ERNWACA, the Pan-African research agenda focuses on integrating information and communication technologies (ICTs) to determine how they can be used to contribute to teaching and learning improvement in Africa and make it more accessible. The MRU falls under this region of the ERNWACA research network. According to Semlambo et al. (2022), some identified factors impeding the use and acceptance of ICT include lack of ICT infrastructure, lack of financial support by the host institutions, and limited technical training and training facilities. Other contributing factors also include the lack of interest and commitment. Thus, developing an ICTs technology acceptance model within the MRU is essential to enhance the usage of ICTs as the communication media for educational institutions within the MRU. This study investigates factors directed toward providing ICTs learning technologies in higher education institutions within the MRU. The identified factors will be validated by analyzing data collected from two higher educational institutions in the MRU. Furthermore, this study proposes a framework detailing the relationships between dominant factors to improve the implementation ICTs technologies in higher educational institutions.
