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Published:
Feb 28, 2026DOI:
10.4314/bdje.v26i1.3Keywords:
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Main Article Content
ICT integration practices and challenges among biology teacher educators in selected Southern Ethiopian colleges of teacher education
Abstract
The integration of information and communication technologies (ICTs) in education is widely acknowledged, but research on its use by teacher educators, particularly in Biology, remains limited. This study investigated how teacher educators (TEs) in Ethiopian colleges of teacher education utilized ICT in the teaching-learning process, alongside the challenges they encountered. Employing a mixed-methods approach, data were collected through questionnaires with 50 purposively selected TEs and semi-structured interviews were conducted with 18 teacher educators from three colleges. The findings revealed that 83% of the participants believed that certain complex biological concepts could not be adequately taught without the help of ICT. However, 14% to 42% of the participants admitted that they rarely or never used key tools such as LCD projectors and advanced software in their teaching. Significant differences in ICT usage were associated with age, F (2, 49) = 3.44, p = .040, η² = .12, and with teaching experience, F (2, 49) = 4.19, p = .021, η² = .16. Major challenges included insufficient pedagogical support, inadequate training, and limited access to devices. The study advocates for targeted interventions to empower TEs; enhancing technology integration is vital for advancing education in developing countries like Ethiopia.
