Integration of Technology in the teaching and learning of Physics in Zambia: Challenges, opportunities, and strategic alignment with the 2023 curriculum

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dc.contributor.authorJesu Arockia, Venice
dc.date.accessioned2025-07-23T09:18:30Z
dc.date.available2025-07-23T09:18:30Z
dc.date.issued2025
dc.description.abstractThis study investigates the integration of technology in the teaching and learning of physics in Zambia in line with the 2023 New Curriculum for Secondary Schools. Using a mixed-methods design, data were collected through questionnaires, interviews, and observations from physics teachers, students, and administrators. The study examines current practices, identifies challenges such as inadequate infrastructure, limited teacher training, and low digital literacy, and evaluates the opportunities presented by tools like mobile technologies, virtual labs, and open educational resources. The findings indicate a positive correlation between technology-enhanced teaching and improved student engagement and conceptual understanding. The paper concludes by proposing strategic interventions including professional development, policy revision, infrastructure investment, and curriculum reform to support sustainable and effective technology integration in physics education in Zambia.
dc.identifier.issn2584-220X(Online)
dc.identifier.urihttps://ds.dmiseu.org/handle/123456789/24
dc.language.isoen
dc.publisherASET Journal of Management Science
dc.subjectPhysics Education
dc.subjectTechnology Integration
dc.subjectDigital Learning Tools
dc.subject2023 Zambian Curriculum
dc.subjectTeacher Training
dc.subjectVirtual Laboratories
dc.subjectScience Pedagogy
dc.subjectEducational Innovation
dc.subjectZambia.
dc.titleIntegration of Technology in the teaching and learning of Physics in Zambia: Challenges, opportunities, and strategic alignment with the 2023 curriculum
dc.typeArticle

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