Teachers’ Readiness And Challenges In Using Digital Tools For Chemistry Instruction In District Kohat

Abstract

The adoption of digital learning in teaching chemistry can boost the students’ engagement and conceptual learning, but it will heavily rely on the willingness of the teachers and the difficulty they encounter. The article examined the preparedness and issues of chemistry educators to employ digital tools in secondary and higher secondary educational institutions of District Kohat, Khyber Pakhtunkhwa, Pakistan. The quantitative descriptive-correlational research design was used. The study sample was the entire population of all chemistry teachers in the schools of the District of Kohat, all in the public sector, and a stratified random sample of 100 teachers was chosen. A structured questionnaire that measured readiness, use of digital tools and perceived challenges was used to collect data. Statistics descriptive, t-tests, ANOVA, correlation, and regression were carried out. The results showed that the teachers had an intermediate degree of preparedness, reported an increased confidence and attitude but lower scores in training and pedagogical integration. Professionals reported such challenges like lack of proper ICT infrastructure, scarce internet connections, and lack of professional development. The tools that were used most commonly were multimedia presentations and underused were simulations and virtual laboratories. The relationship between the preparedness of teachers and their use of digital tools was seen to have been positive, and problems impacted negatively on their use. On the basis of these findings, it is proposed that the education authorities should increase teacher training, ensure proper ICT infrastructure, and institutional support structures that will enable effective use of digital tools in instruction of chemistry. The research gives evidence-based findings on policy, professional growth of teachers, and technology-supported learning in resource-restricted environments.