Integration of Digital Technologies In Higher Education In Mozambique: Institutional Policies and Teaching Challenges

The integration of digital technologies into higher education is a strategic axis for modernizing educational systems, particularly in African contexts marked by structural and organizational limitations. This study aims to analyze institutional policies and the main challenges teachers face in integrating digital technologies into higher education in Mozambique. Methodologically, a quantitative, descriptive, and exploratory approach was adopted, using a questionnaire survey of 51 teachers at the Catholic University of Mozambique. The results show that, despite widespread recognition of the potential of digital technologies to improve teaching and learning, their implementation is strongly conditioned by factors such as limited and unstable internet access, insufficient technological infrastructure, gaps in continuing professional development in digital skills, and resistance to change among teachers and students. There is also a gap between formally established institutional policies and their implementation in teaching practice. It can be concluded that the consolidation of digital education in the Mozambican context requires a systemic approach that strengthens infrastructure, provides continuous teacher training, and provides institutional technical and pedagogical support to promote sustainable digital integration geared towards quality higher education.