School level ICT policy plan for rural areas of developing countries: Case study is Gilgit Baltistan Pakistan

School level ICT policy plans are increasingly attracting and gaining more attention of researchers around the world to integrate ICT in education from grassroots level. In spite of this, the schools are unaware about how to develop their own school level ICT policy plans and build ICT policy capacity. In this research the emphasis is given on how school level ICT policy plans are being developed and used in complex, dual medium of instruction and multi-cultural education system and also finds out the school level ICT policy plans' critical factor, challenges, potential and impact in rural areas schools. At the same time school community (e.g. teachers, principals, ICT coordinators) involvement in policy planning process are indicated as an important decision. Therefore, this study was carried out with three different organizations in Gilgit-Baltistan Pakistan using mixed methods. The data collected and analyzed from multiple sources (e.g. questionnaires with leadership, principals, questionnaires, ICT policy documents analysis and ICT coordinator questionnaires). The results show that school level ICT policy planning should carefully be considered versatile based on school culture. School level ICT policy plan and standard indicators have been listed based on survey findings, published literature, policy documents and school case studies.