This study aims to investigate teachers’ attitudes towards the use of interactive whiteboards (IWB) in the English secondary school classroom. The study also investigates the problems that might face teachers while using the IWB. The data were gathered using a qualitative method which included interviews with seven English teachers and four observation exercises in different cities in Kuwait. The result of this study revealed that teachers have a positive attitude towards the use of the IWB in Kuwait. The findings of this study show that the IWB can be helpful as it can save time during the lesson and reduce teachers’ efforts in writing on the board; the IWB might be helpful in simplifying the topics that teachers explain in the lesson. It was also found that the IWB might increase the level of concentration and participation in the lesson. In spite of the fact that the teachers have a positive attitude towards the use of the IWB in the lesson, there are many problems that can face teachers while using the IWB. The findings show that a lack of training, technical issues, a lack of support, restrictions in accessing some educational websites and anxiety in using governmental property could promote a gap between the IWB and the teachers using the IWB as an instructional tool.

BackgroundHealth care delivery is often fragmented, with different services being delivered by different organizations. Various forms of teamwork are often used in health care, aiming to mitigate the challenges related to this fragmentation. One example of teamwork in mental health is Flexible Assertive Community Treatment (FACT). FACT is a model for comprehensive and integrated care for patients with long-term, serious mental illness. FACT teams deliver services using assertive outreach to treat patients who can be hard to reach by health care services. However, Norwegian FACT teams have issues with the current eHealth solutions related to the fragmentation of health care.ObjectiveThis study aimed to identify requirements and develop use cases and use case diagrams for eHealth solutions that support effective teamwork within FACT teams, using them in a case study for collaborative health care delivery.MethodsA design science framework was used to explicate the problems of eHealth solutions in FACT teams. This included performing the subactivities of defining the problem precisely, positioning and justifying the problem, and finding root causes. Based on this explication, we derived a set of requirements, use cases, and use case diagrams for FACT teams.ResultsWe present the explication of the problems of eHealth in Norwegian FACT teams. Building on the results, we present functional and nonfunctional requirements for electronic health records, electronic whiteboards, video conference solutions, and digital questionnaires. Improved integration across these systems was identified as a recurring need. We also provide use cases and diagrams illustrating system use in practice.ConclusionsFACT teams in Norway require more integrated and tailored eHealth solutions. The requirements and use cases presented in this study offer a foundation for developing tools that better support the collaborative and mobile nature of FACT team operations.

This article systematically examines the problem of implementing digital educational technologies in primary schools, focusing on identifying key factors of effectiveness, barriers, and pedagogical practices that determine the quality of digital integration into the educational process for young school students. The purpose of the study is to provide a comprehensive picture of the current practice of implementing digital educational technologies, assess the impact of infrastructural and methodological factors, and develop recommendations and a phased implementation model that takes into account the age and psychological characteristics of pupils in grades 1–4. The study was conducted using mixed-methods. The quantitative component included a survey of 48 primary school teachers and 210 parents, as well as an analysis of lesson logs from 32 lessons conducted in 12 schools with varying levels of technical equipment (urban and rural schools). The qualitative component included 12 semi-structured interviews with principals and methodologists, as well as a thematic analysis of field notes and transcripts. Descriptive statistics, χ² – association tests, and correlation methods were used for quantitative data processing; for qualitative data, a stepwise thematic analysis with cross-validated coding was used. The study results showed that technical equipment (interactive whiteboards, tablets, and centralized access to educational platforms) significantly increases the likelihood of teachers regularly using digital educational technologies. However, technology alone does not ensure pedagogical quality: key determinants of effective integration include teachers’ methodological training, the availability of adapted lesson plans, and an organized system of technical support. Practical observations revealed an increase in school students’ engagement when using visualization and interactive elements; however, the acceleration of exercises with digital simulators was not always accompanied by a deep understanding of the material without stages of reflection and comprehension. The practical significance of this paper lies in the specific tools to support teachers and school principals in the transition to meaningful digitalization of primary education. To confirm the dynamic impact of digital educational technologies on academic achievement, the authors recommend conducting longitudinal and quasi-experimental studies, as well as assessing the cost-effectiveness of investments in infrastructure and teacher professional development.

Objective: This study explores how MZ-generation early childhood teachers use digital media to support children’s play in future-oriented digital classrooms and how their teaching experiences evolve postimplementation. Methods: Participants comprised 12 homeroom teachers of students aged 3-5 years at a private kindergarten in City B. Data were collected through questionnaires, semi-structured interviews, participant observations, and administrative and educational document reviews. The constant comparative method was adopted to generate and refined thematic categories. Results: Teachers integrated various digital tools-computers, interactive whiteboards, VR spaces, and tablets-into daily routines, enhancing children’s engagement, exploration, and expression. Digital media extended play themes, boosted social interaction, and improved comprehension. Challenges included developmental appropriateness, technical issues, and limited resources; however, a collaborative culture emerged with digitally skilled teachers supporting colleagues. Conclusions: Effective digital integration during early childhood requires play-aligned pedagogy, teacher training, and institutional support.

This study aims to analyze the effectiveness of using a Smartboard in increasing students' enthusiasm for learning in the Pancasila Education subject in grade V of SDN 07 Mudiak Lawe, Sungai Pagu District, South Solok Regency. From initial observations, it was seen that students' enthusiasm for learning tended to be low, as seen from their inactive attitudes, little interaction, and easily distracted when teachers used less diverse learning methods. To address this, a Smartboard was proposed as an innovative solution. This tool is an interactive whiteboard that uses multimedia and audiovisual technology, so it can combine teaching materials with images, videos, and animations to make learning more interesting and diverse. The method used in this study was the correlation method, namely a quantitative method that studies the relationship between the use of Smartboard interactive features and the level of student enthusiasm for learning. The results showed that the use of Smartboard in learning was proven to be able to increase student enthusiasm for learning. After implementing the Smartboard, students appeared more active and enthusiastic during the learning process, so that their enthusiasm for learning increased and reduced boredom. The implementation of Smartboard involves game-based learning methods such as Duck Race Games and Wordwall, which successfully trigger students' curiosity, focus, and enthusiasm, and encourage them to actively participate in answering questions and interacting in class.

The current study aims to investigate the effectiveness of using interactive whiteboards to develop health awareness among kindergarten children. A quasi-experimental design was employed, and the study was conducted with (50) boys and girls enrolled in government kindergartens in Najran. The following instruments were used in the study: a pictorial health awareness test (assessing the child's awareness of diseases and their prevention, first aid, and prevention and safety) among kindergarten children. A study investigating the effectiveness of using interactive whiteboards to develop health awareness among kindergarten children yielded the following results: The study found that using interactive whiteboards was effective in developing health awareness among kindergarten children. Statistically significant differences were found at the 0.05 level between the pre- and post-test mean scores of the study sample regarding children's awareness of diseases and their prevention, with the post-test scores being higher, attributed to the use of interactive whiteboards. Statistically significant differences were also found at the 0.05 level between the pre- and post-test mean scores of the study sample regarding children's awareness of first aid, again with the post-test scores being higher, attributed to the use of interactive whiteboards. Finally, statistically significant differences were found at the 0.05 level between the pre- and post-test mean scores of the study sample regarding children's awareness of prevention and safety, again with the post-test scores being higher, attributed to the use of interactive whiteboards. Based on these results, the researchers offered several recommendations: The importance of utilizing interactive whiteboards to develop health concepts among kindergarten children and to make the learning process more enjoyable and engaging. Training courses and workshops were held for kindergarten teachers to raise their awareness of the importance of interactive whiteboards in developing health concepts in kindergarten children and to teach them how to use them in various educational situations. It is essential to educate kindergarten children about healthy habits through the use of diverse methods.

The current study aims to identify the extent to which kindergarten teachers use interactive whiteboards to develop children's health awareness. The descriptive approach was used, and the study was conducted with (100) kindergarten teachers registered in government kindergartens in Najran. The following instruments were used in the study: - A questionnaire to measure the extent to which kindergarten teachers use interactive whiteboards to develop children's health awareness, which included the following sections: (the extent to which kindergarten teachers use interactive whiteboards to develop children's health awareness - obstacles to kindergarten teachers using interactive whiteboards to develop children's health awareness). The results of the study indicate a weak extent to which kindergarten teachers in Najran use interactive whiteboards to develop children's health awareness, as the arithmetic mean for the section was (2.42), which is a low average on a five-point scale, reflecting the limited implementation of this educational tool in classrooms. It can be concluded that the use of smart boards – despite their availability – remains below the required level to achieve educational goals related to developing children's health knowledge. Conversely, the axis of obstacles to using smart boards received a high average score of (4.21), indicating that teachers face significant difficulties hindering the application of technology in classroom practices. Based on the study's findings, the researchers offered several recommendations: Conducting specialized training programs for kindergarten teachers in the use of smart boards and the production of interactive health content for children; providing technical support and suitable technological infrastructure within kindergartens to ensure uninterrupted and easy use; developing educational guides that include digital health activities applicable via smart boards; encouraging teachers to share successful experiences and highlight outstanding practices to promote effective usage models; and promoting partnerships between kindergartens and health authorities to produce targeted and simplified digital health content for children.

Relevance of the topic. The problem of learning motivation is highly relevant in the contemporary Lithuanian education system, especially in primary school Lithuanian language lessons. Motivation plays a crucial role in sustaining pupils’ interest, concentration, and academic progress. A lack of motivation often manifests through incomplete tasks, reluctance to participate, classroom distractions, and disruptive behavior. While learning motivation has been widely researched in psychology and pedagogy, there remains a lack of empirical studies that focus specifically on effective motivational strategies in Lithuanian language lessons at the primary school level. This study addresses the following pedagogical problem: which motivational methods and strategies encourage active learning and engagement of primary school pupils in Lithuanian language lessons? Research object. Motivational methods and strategies applied in Lithuanian language lessons for primary school pupils at Klaipėda “Gilija” Primary School. Research aim. To reveal the ways and methods that motivate primary school pupils in Lithuanian language lessons. Research tasks: To analyze the concept of learning motivation and the factors that stimulate it. To examine the methods that motivate Lithuanian language learning in primary school settings. To identify and assess the progress of 1st–4th grade pupils at Klaipėda “Gilija” Primary School after the implementation of motivational methods and strategies. Research methodology. A mixed-method approach was applied. The theoretical part involved the analysis of scientific literature and educational policy documents, including the updated Lithuanian national curriculum (2022). The empirical part consisted of structured classroom observation based on V. Paužienė’s (2019) protocol and reflective diaries. A total of five Lithuanian language lessons were observed (three in grade 2, one in grade 1, and one in grade 3), and five lessons were conducted using innovative motivational methods (one in grade 4 and four in grades 2–3). Research ethics were respected throughout the study, ensuring confidentiality, integrity, and respect for participants. Research results. The observations revealed that traditional teaching practices, dominated by question–answer methods and individual tasks, often failed to stimulate pupil motivation. In many cases, only a small group of active pupils participated, while others remained passive or distracted. Lessons frequently lacked variety, visual aids, and interactive activities, which limited pupils’ engagement. After the introduction of innovative motivational strategies, clear positive changes were observed. Lessons incorporating information and communication technologies (ICT), such as the interactive whiteboard, PowerPoint presentations, and online tools (Mentimeter, Quizzy), captured pupils’ attention and provided opportunities for real-time feedback. Pupils expressed enthusiasm toward interactive activities and valued the chance to participate actively. Pedagogical breaks, including short educational games and videos, helped sustain attention and reinforced newly acquired knowledge. Additionally, lessons that began with engaging elements (e.g., storytelling, creative prompts, role play) successfully aroused curiosity and improved participation. The consistent use of verbal praise, encouragement, and peer assessment further strengthened pupils’ confidence and motivation. Collaborative methods fostered a positive classroom atmosphere, reduced disruptive behavior, and promoted peer support. Overall, innovative teaching methods created a more dynamic learning environment, enabling all pupils—not only the most active ones—to engage productively in Lithuanian language lessons. Conclusions. The study demonstrated that effective motivation in primary school Lithuanian language lessons requires: starting lessons with engaging and curiosity-arousing activities; integrating ICT and interactive teaching tools; applying pedagogical breaks to sustain concentration; providing consistent and clear feedback; maintaining a supportive and inclusive classroom climate. The results confirm that innovative motivational strategies not only reduce passivity and disruptive behavior but also enhance pupils’ intrinsic motivation and learning outcomes. Thus, teachers are encouraged to apply diverse and creative methods in order to foster active and meaningful learning experiences in primary education.

The article analyzes the theoretical and practical aspects of using interactive technologies as an effective tool for enhancing students’ learning motivation in modern education. The relevance of the research is determined by the growing digitalization of the educational environment and the need for innovative teaching strategies that increase student engagement. The main objective of the study is to explore the pedagogical potential of interactive tools in developing students’ cognitive interest, creativity, and independent learning skills. The study applies pedagogical observation, questionnaire methods, and the analysis of practical teaching experience. The findings show that the integration of interactive resources — including online learning platforms, interactive whiteboards, and game-based learning tools — creates a positive emotional environment and increases students’ involvement in the learning process. Interactive methods help teachers transition from traditional knowledge delivery to a model of active communication and collaboration in the classroom. The research emphasizes that integrating interactive technologies into everyday teaching not only improves learning outcomes but also supports the development of essential 21st-century skills such as communication, problem-solving, and self-regulation. The paper concludes that the systematic use of interactive methods significantly enhances both internal and external motivation in the educational process. Interactive technologies open new opportunities for enhancing learning motivation among preschool and primary school children. They make the educational process engaging, interactive, and tailored to individual needs. Implementing such technologies in Azerbaijan’s educational system requires a systematic approach, including teacher training, provision of technical infrastructure, and the development of localized content. When used effectively, interactive technologies can become a powerful tool for fostering a love for learning in children, developing their creative abilities, and preparing them for life in a digital world.

This study aims to explore in depth the forms and impacts of digital-based innovations in Islamic Religious Education to address the challenges and opportunities of the Society 5.0 era. Within the context of educational transformation that increasingly emphasizes the integration of intelligent technologies Islamic Religious Education is expected not only to be materially relevant but also to adapt to digital developments while remaining grounded in Islamic values. The research method employed is library research with a descriptive qualitative approach, analyzing data from various scholarly sources, nationally accredited journals (Sinta), international publications (Scopus), and policy reports on digital education. The findings reveal that the implementation of digital classrooms through the use of Learning Management Systems (LMS), digital whiteboards, and online libraries significantly enhances students' critical thinking, higher order problem-solving skills (HOTS), and life skills. Furthermore, digital innovation also encompasses the digital management of madrasahs, the development of AI based Islamic applications, and the integration of Islamic digital ethics. The success of these innovations heavily relies on infrastructure readiness, teachers’ digital and pedagogical competence, and a curriculum that harmoniously blends spirituality with technological advancement. This study recommends a holistic and sustainable digital PAI learning model to cultivate adaptive, religious, and highly competitive Muslim generations in the era of the Society 5.0 human centred technological revolution.

As the educational aspects continues to progress, the integration of technology into learning environments has become increasingly dominant. "Harnessing Technology: A Comprehensive Review of Digital Learning Platforms in Education" seeks to provide a thorough examination of the role of digital learning platforms in contemporary educational settings. Through a detailed examination of various digital learning platforms, including Learning Management Systems, Online Course Platforms, Educational Apps, Virtual Learning Environments, Massive Open Online Courses, Blended Learning Platforms, and Interactive Whiteboards with Learning Software. Our analysis encompasses the pedagogical implications and impact on student engagement, addressing both the benefits and challenges associated with these platforms. Emphasizing adaptability to changing educational needs, we draw insights from current research and case studies. By synthesizing existing literature and presenting a holistic view of digital learning platforms, The purpose of this paper is to add to the ongoing discourse surrounding technology's role in education.

This study examines the influence of digital technologies on the education of children with learning difficulties, emphasizing their effects on academic performance, cognitive engagement, and socio-emotional development. Grounded in Vygotsky’s socio-cultural theory, Piaget’s model of cognitive growth, and the Universal Design for Learning (UDL) framework, the research argues that technology plays a crucial role in fostering inclusive, adaptive, and student-centered learning environments. Tools such as assistive software, interactive whiteboards, and adaptive learning platforms enable teachers to personalize instruction and respond to the diverse needs of learners. The findings suggest that properly integrated digital resources enhance motivation, concentration, and self-confidence by providing multisensory and interactive learning opportunities. Gamified tasks, visual simulations, and speech-to-text technologies support understanding and retention, while collaborative platforms encourage communication and peer interaction. These benefits contribute not only to academic improvement but also to emotional resilience and social inclusion. However, the study also acknowledges significant challenges, including unequal access to digital devices, insufficient digital literacy among educators and parents, and the risk of excessive screen exposure or distraction. Addressing these issues requires comprehensive strategies that balance innovation with ethical responsibility and developmental awareness. In conclusion, the research emphasizes that effective implementation of digital technologies in special and inclusive education must combine pedagogical innovation, continuous teacher training, infrastructural investment, and parental engagement. When used purposefully, digital tools can bridge learning gaps, promote equity, and empower children with cognitive or developmental difficulties to achieve greater independence and lifelong learning success in the digital age.

Abstract: In today’s distributed work and study environment, real-time collaboration has become an essential aspect of digital interaction. This project, built using Next.js 14, demonstrates a real-time collaborative whiteboard that allows multiple users to interact concurrently within the same digital workspace. The system enables drawing, wireframing, and idea organization, fostering teamwork irrespective of geographical barriers. Through technologies like Convex Live Blocks, React, Tailwind CSS, and Clerk, the whiteboard achieves instant data synchronization and secure multi-user connectivity. The project simulates virtual brainstorming sessions akin to physical sticky-note meetings, enhancing team creativity and productivity. This paper explores the system architecture, implementation process, and technical challenges encountered during development, highlighting how real-time web technologies can transform digital teamwork. Keywords: Real-time collaboration, Next.js 14, Convex Live Blocks, WebSockets, Whiteboard application, Clerk authentication

Abstract The synergy of information and communication technology (ICT) with teacher education has predominantly emerged as a transformative ally to develop the pedagogical practices and to improve learning outcomes. In states like Odisha where educational disparities and infrastructural challenges exists, ICT can play a vital role in modernizing the education system and ensuring equitable access to education. The study examines the integration of ICT within teacher education programmes, focusing on teacher trainees’ access to resources, digital competencies, and pedagogical practices. Findings revealed an inconsistent access to ICT infrastructure, with many trainees reporting only occasional use of essential tools such as personal computers and interactive whiteboards. While basic ICT tools, including multimedia and email, are utilized frequently, the engagement with advanced applications, such as video conferencing and collaborative platforms, is notably limited. Furthermore, a significant disparity exists in the digital competencies of trainees, underscoring the necessity for training programmes that prioritize the pedagogical application of ICT rather than mere operational proficiency. The study also identifies barriers to effective ICT integration, including inadequate infrastructure, insufficient technical support, and time constraints. Teacher trainees express the need for enhanced access to quality equipment and structured pedagogical training to facilitate meaningful technology use. In conclusion, this research highlights the critical need for teacher education institutions to address infrastructural, policy, and professional development challenges to adequately prepare future educators for the demands of digitally enriched learning environments, thereby improving the overall quality and relevance of education.

Studies of immersive technologies as transformative tools for the teaching of science are on the rise but very few empirical studies have been done to compare immersive to semi-immersive and traditional methods. The purpose of the current study was to analyse the effects of three different levels of immersion-virtual reality (VR), interactive whiteboards (IWB) and traditional teaching-on tenth-grade students’ biology achievement in the topic of cell division. A quasi-experimental design of teaching that had three groups (VR group, n = 72; IWB group, n = 58; control group, n = 64) was used. The same qualified biology teacher taught all three groups, using semi-immersive, fully immersive, and traditional teaching through nine teaching sessions. An achievement test (validated for content reliability) was given as a pretest and a post-test. The pretest established the groups equivalently; and the post-test measured student learning gains since the three teaching methods could count for their test scores. ANCOVA results revealed that there were statistically significant differences in the groups’ achievements. The VR group scores were the highest and the IWB group, the second highest-while the control group received the lowest post-test scores. The results suggest that more immersive teaching effects positively aided learning comprehension of abstract biological processes like cell division. The significance of the study was its direct comparison of fully immersive, semi-immersive and traditional teaching of the topic, providing practical implications for integrating VR into science classrooms to enhance students’ comprehension of abstract biological processes.

ABSTRACT Background Technology-supported specialist co-teaching represents an emerging pedagogical approach in STEM education. Grounded in the Community of Inquiry (CoI) framework, this approach combines online specialist expertise with on-site classroom teacher support to create enhanced learning experiences in primary education settings. Purpose Our study investigated how technology-supported specialist co-teaching influences primary students’ attitudes, learning experiences, and career aspirations in STEM disciplines. Sample Forty primary students participated in a one-month STEM intervention course, with fifteen students subsequently recruited for semi-structured interviews. Design and methods The STEM intervention course was designed and delivered through an interactive learning environment that featured online STEM specialist instruction complemented by on-site classroom teacher support, creating a hybrid co-teaching model. This technology-supported strategy enabled real-time collaboration between the online specialist and classroom teacher, utilizing interactive whiteboards, digital assessment tools, educational games, and real-time interactive quizzes to facilitate STEM learning. A mixed-methods approach was employed, incorporating survey analysis of the intervention, video analysis of classroom interactions, and thematic analysis of semi-structured interviews, to capture changes in student attitudes, learning engagement, and career aspirations in STEM. Results Survey data revealed significant improvements in students’ STEM attitudes, including perceived usefulness, fun, intention to learn, and empowerment after the intervention. Video analysis documented high frequencies of collaborative activities and progressive increases in student-initiated behaviors, indicating active cognitive engagement. Interview findings corroborated these results, with students describing technology-supported assessments as enjoyable and reporting enhanced self-efficacy through authentic specialist interactions. Conclusion Our findings provide practical insights into how integrating educational technology within a specialist co-teaching approach can enhance student engagement, facilitate interactive learning experiences, and positively influence STEM attitudes and career aspirations among primary students. These results offer important implications for designing effective hybrid co-teaching environments that leverage both online specialist expertise and on-site teacher support to promote STEM education.

The use of Interactive Whiteboards (IWBs) in English Language Teaching has gained great interests in many countries. Teachers are utilizing this technological tool for various pedagogic purposes and in numerous teaching contexts, for its positive effect on students’ engagement and motivation. Yet, some teachers are still sceptical about the use of IWBs in their classes because of their beliefs and attitudes towards its real usefulness in the classroom. As a matter of fact, this shapes their teaching practices and governs their integration of Information and Communication Technologies (ICT). Against this backdrop, this quantitative case study aims to investigate the perceptions of Moroccan EFL teachers regarding Interactive Whiteboards in terms of Ease of Use, Usefulness and User Acceptance in the English Highway Language Centre (EH). The data was collected through the administration of a close-ended questionnaire to Moroccan EFL teachers in the same school. Then, the data was analysed through the Statistical Package for the Social Sciences (SPSS), in the form of descriptive statistics notably frequencies and percentages. Results revealed that Moroccan EFL teachers working in the EH have positive perceptions towards the use of Interactive Whiteboards (IWBs) in terms of Ease of Use, Usefulness and User Acceptance.

First year experience (FYE) courses are a challenge and opportunity for instruction librarians, as first year students are unfamiliar with academic libraries and the research process. Addressing changes to a BUS 101 course, the authors developed a two-session, library instruction curriculum using digital white board exercises. Librarians introduced students to academic research and the library via intellectual property (IP) and design thinking (DT) concepts. Researchers tested the sessions’ effectiveness through grading student work and evaluating student affect. The authors conclude IP, DT, and their proposed curriculum are reproducible approaches to incorporate library instruction to FYE business courses.

With the rapid development of digital education technology, interactive electronic whiteboards have become important tools in college art design classes. They combine image display, touch operation, and multimodal interaction, offering new teaching possibilities. However, their actual impact on learning remains debated. This study explores the practical effectiveness of interactive whiteboards in art teaching, focusing on classroom organization, teaching strategies, and student participation. Using experiments, interviews, and evaluations, it finds that these boards enhance creativity, interaction, and feedback. Yet, they also pose challenges like over-reliance and technical complexity. This paper aims to provide theoretical and practical support for using digital tools effectively in art education, emphasizing the need to align technology with subject-specific teaching needs.

Introduction: In recent decades, numerous studies conducted both in Greece and worldwide highlight the lack of student interest in the natural sciences, which contributes to a broader crisis in scientific literacy - including the knowledge, attitudes, and skills associated with it. Therefore, the search for appropriate teaching models, combined with the use of ICT in the educational process - particularly in the field of adult education, including Second Chance Schools (SCS) - has become a modern educational objective. Purpose: To study and statistically analyze the teaching approaches and ICT tools incorporated into their instruction by Scientific Literacy educators in Greece’s SCS, in comparison to their demographic and professional characteristics. Method: The research employed a structured questionnaire distributed via email to Scientific Literacy educators in SCS across Greece. The survey focused on three main research question groups. Using factor analysis, correlations among variables were explored, and the most significant ones were further analyzed using the chi-square test. Results: 6% of SCS Scientific Literacy educators use the “collaborative teaching” model, with 55.3% of them aged 36–45 (p<0.01). The “experimental teaching” model is avoided by 76.3% of female educators (p<0.05), 84.6% of educators under 35 (p<0.01), and 100% of those with little or no teaching experience (0–3 years) (p<0.05). 4% of educators apply inquiry-based teaching; of these, 33.3% are second-subject educators (p<0.01). Of the 39.4% who apply collaborative learning, 55.3% are aged 36–45 (p<0.05). 7% of educators with minimal or no teaching experience do not use project-based learning (p<0.05). 5% of educators use computers daily, with 56.3% being second-subject educators. 1% do not use interactive whiteboards, 72.7% of whom are physicists, chemists, or second-subject educators (p<0.05). 8% frequently use the Internet, and 38.1% of those who frequently use educational software apply differentiated instruction (p<0.05). 7% use ICT tools primarily for lesson demonstrations. Of the 47.0% who use ICT to support traditional teaching, 67.7% apply the “traditional teaching” model (p<0.01). 3% of the 34.8% who use experimental teaching use ICT tools for simulation experiments (p<0.01). Conclusion: The majority of Scientific Literacy educators in Greece’s SCS do not prefer experimental teaching and mainly use ICT tools for demonstration purposes.