(Purpose) This study aims to explore determinants that fail Ethiopian Information and Communication Technology education policy. It investigates previous studies to categorize determinants in general and will focus on three determinants, which are identified in the grass-roots level to understand contextual characteristics that result in Ethiopian policy failure.

(Design/methodology/approach) This study employed qualitative research method to understand the impact of determinant on policy failure in Ethiopian Information and Communication Technology education policy. Data were collected via semi-structured interview, classroom observation and document analysis to examine the challenges faced in implementing ICT-integrated teaching and the impact of the learning environment and ICT materials on ICT utilization in teacher training institute and secondary schools.

(Findings) The findings of the study indicates that three major determinants (political, bureaucratic, and economic) contribute to ICT education policy failures. Although these are associated with contextual characteristics of Ethiopia, it may also be relevant to ICT-related policy studies in other developing contexts.

(Research implications or Originality) This study contributes to identify the determinants of Ethiopian ICT education policy by categorizing three different aspects. In addition, it is also expected to be used by Korean government to enhance the competitiveness of ICT-related Official Development Assistance program to developing countries, including Ethiopia.