Assessing the status of ICT integration in Science Education in Secondary Schools

Abstract

ICT plays an important role in science education by providing real-world experiences and helping students to visualise abstract concepts for better understanding. However, its actual integration in science education remains uncertain, as studies often report of a teacher-centric approach to teaching. This study aimed to assess the status of ICT integration in science education in Bhutanese secondary schools. A concurrent exploratory mixed method design was implemented across 15 secondary schools from four regions of Bhutan, including urban, semi-urban and rural schools. A total of 2,228 students, 63 teachers, and 13 principals participated in the survey, and 12 individual interviews were conducted. The study found that teachers and students hold positive attitudes towards ICT. They demonstrated confidence in using basic tools but showed weak competence with interactive digital tools. While policies exist, the meaningful integration of ICT is constrained by limited availability and access to facilities and resources, minimal teacher preparedness, and insufficient preparation time for teachers. Addressing these limitations and revising policies may help bridge the gap between the current status and the potential of ICT, enabling teachers to implement science curricula more effectively promoting enhanced learning.