The use of information and communication technology (ICT) in primary school can vary depending on the participants in the education system. Here is a possible overview of the behavior of each:

1. Teachers: Some teachers are enthusiastic about using ICT in their classrooms, while others may be reluctant or even hostile to the idea. Teachers using ICT can use tools such as interactive whiteboards, tablets, computers and educational applications to improve student learning. However, they must be trained and supported to use these tools effectively. 2. Students: Students are often enthusiastic about the idea of ​​using ICT in school because they are used to using these technologies in their daily lives. Students can access online resources, research, create multimedia projects and communicate with other students or teachers with the help of information and communication technology. However, it is important to ensure that the use of ICT does not replace face-to-face social interaction.

3. Parents: Some parents may be concerned about the use of ICT in primary school because they may fear that their children are spending too much time in front of screens or being exposed to inappropriate content. However, many parents are also aware of the benefits of ICT for children's learning and can support the use of these technologies in school.

4. School administrators: School administrators can play a key role in the implementation and use of ICT in primary schools. They can provide resources and support for teacher training, equipment acquisition and implementation of ICT use policies. They can also help evaluate the results of ICT use and assess whether it is effective in improving student learning.

In general, the use of ICT in primary school depends on the cooperation and participation of all participants in the education system.

ICT is still at the forefront of Education 5.0. Its role in education has been tested to be efficient in giving our students the kind of learning environment they need now. Its relevance must be explained to the stakeholders, especially to their parents. This may be costly, but it is needed. The impact makes them at par with what the world has.

When discussing stakeholders in the education system, we are referring to those who administer training centers, educators, and learners. The implementation of Information and Communication Technology (ICT) in primary schools involves incorporating these tools into the teaching and learning process. This entails enabling teachers to deliver knowledge to learners through ICT tools, while also allowing learners to receive knowledge through the same medium. For this to be possible, it is imperative that all stakeholders in the education system have access to these tools and possess the necessary skills to use them.

In the African context, the education system's actors face numerous challenges in integrating ICT into primary schools. The first challenge is limited access to ICT tools among the education system's stakeholders. This difficulty is further compounded by the lack of training on the use of these tools. Both of these factors contribute to the hesitation of these actors in adopting ICT in their practice.

Given that primary school is a learning environment where learners heavily rely on their instructors, the teachers' stance towards using ICT could significantly influence the learners' attitudes towards technology. Inadequate knowledge on integrating ICT into their teaching practice may lead teachers to deprioritize this aspect altogether. As transmitting knowledge to primary school learners requires great patience, which some may already find challenging, accepting and integrating a new technology they are not proficient in may prove even more difficult.

In light of the aforementioned issues regarding the implementation of ICT in primary schools, in African training centers education system actors, particularly teachers, exhibit hesitancy and often resort to conventional teaching methods.