Jesu Arockia, Venice2025-07-232025-07-2320252584-220X(Online)https://ds.dmiseu.org/handle/123456789/24This 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.enPhysics EducationTechnology IntegrationDigital Learning Tools2023 Zambian CurriculumTeacher TrainingVirtual LaboratoriesScience PedagogyEducational InnovationZambia.Article