Teachers’ Attitudes toward Integrating ICT in Teaching Chemistry in Morocco: Contribution, Constraints and Perspectives

Abstract

Nowadays, Information and Communication Technologies in Education (ICT) have become essential pedagogical tools in any quality education system. While their integration becomes a necessity, especially in the scientific disciplines in general and chemistry in particular, which were the subject of this study. The current article aims to present the attitudes of physics-chemistry teachers of secondary education facing the integration of the information and communication technologies (ICT) in the teaching-learning process during the sessions of chemistry, on the one hand. On the other hand, it highlights the advantages and obstacles to the integration of ICT in the teaching-learning of chemistry, and identifies the conditions that promote the integration of ICT in teachers’ practice. For this, we conducted a questionnaire survey with 41 teachers of secondary education from various high schools in the region Casablanca-Settat. The research results suggest that teachers have positive attitudes toward the integration of ICTE into teaching practices, and the majority of teachers emphasize the benefits of ICTE in chemistry lessons. However, the study revealed certain constraints and obstacles that hinder the integration of ICTE, including the lack of computer equipment in schools, overcrowded classrooms, and the absence of educational software adapted to the curriculum. Furthermore, the study proposes some perspectives that would allow for the implementation of a learning environment integrating ICTE in chemistry courses. Keywords: information and communication technologies, attitudes, ICT integration, theory of reasoned action, theory of planned behavior. https://doi.org/10.55463/issn.1674-2974.50.2.23