Assessing Chemistry Teachers’ Digital Competence and Classroom Innovation in Osun State, Nigeria
DOI:
https://doi.org/10.25749/sis.45070Keywords:
digital competencies, classroom innovation, chemistry teachers, digital technologiesAbstract
This study evaluates the digital competency of chemistry teachers and their capacity to implement innovative practices in the classroom. The study adopted a descriptive survey research design. A total of 165 Chemistry teachers participated in the study. The results mirror the average level of both digital competency and classroom innovation among chemistry teachers while a strong relationship between integration of digital tools and classroom innovation was also observed. The results highlight the need to implement digital education programs for pre-service teachers in order to acquire digital literacy before starting their professional career and as well digital professional training for the in-service chemistry teachers. This calls for a conscious commitment to policies on integrating digital tools and technologies in education in Nigeria and as well in Osun State to ensure teachers are better equipped with modern digital skills and best practices in driving sustainable paradigm shifts in educational space in the country.
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