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The great Indian saint Swami Vivekananda proposed that if the poor cannot come to education, education must reach them at the plow, in the factory, and everywhere (The Complete Works of Swami Vivekananda, 2012). This vision of Swamiji is highlighted in today’s ICT-enabled teaching-learning potent to overcome many educational limitations in respect of quality and quantity. Passing through a series of hard processes finally in the 21st century has been witnessing a revolution in ICT use influencing every domain of human activity including education. The integration of ICTs in teaching-learning is essential as it creates more chances for teachers and learners to work better in an information age (Nkula & Krauss, 2014). Kundu & Dey (2018a) said technology has been proved to be a huge revolution in the field of education, be it the newly joined school kids or the great scholars and researchers, technology has tamed them all. Several researchers have found ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow's workers, as well as strengthening teaching, helping schools change with greater learning opportunities for the learners (Kundu & Bej, 2020; Minty & Parther, 2014; Ndlovu & Lawrence, 2012; Mdlongwa, 2012; Chigona, 2015; Minty & Pather, 2014; Bakar, Ayub, Luan, & Tarmizi, 2010; Yee, Luan, Ayub, & Mahmud, 2009; Yusuf, 2005). It can transform and create innovative pedagogical approaches in the instructional process (Chen, 2007; Luan, Atan, & Sabudin, 2010). Studies assessed that computer has increased students’ interest in education which impact on their motivation, enrolment, engagement, achievement, attendance, retention, level of motivation and collaboration (Kundu, Bej, & Rice, 2020; Kundu, Bej, & Dey, 2021; Zang & Aikman 2007; Kubiatko, 2013; Zhao & Cziko, 2001). Chou (2003) sounded more rhetorical that ICT is a tool to revolutionize education, improve learning, empower learners, produce richer curricula, enhance pedagogies, and will lead to more effective organizational structures in schools producing stronger links between schools and society. Unwin (2009) specifically claimed that ICT can be a catalyst by providing tools that tutors use to improve teaching and by giving learners access to electronic media that make concepts clearer and more accessible. UNESCO (2003) also recommended the member nations for ICT to achieve the goal of ‘Education for All’ to the best educational facilities necessary to prepare young people to play full roles in modern society and to contribute to a knowledge nation. The educational systems across the globe are under increasing pressure to leverage the full potential of ICTs in teaching-learning by enhancing its ease of use (Minty & Pather, 2014). But its implementation was delayed if not ignored in several nations and the pandemic outbreak of COVID-19 that has opened up their eyes to implement ICT policies in a war-like manner understanding and mastering the unique capability of ICTs in providing a dynamic and proactive teaching-learning environment keeping social distancing (Kundu & Bej, 2020a).