Afra Albadi , Manahil Al Aamri, Sulaiman Al-Balushi*
University of Technology and Applied Sciences, Shinas, Sultanate of Oman
Volume: 18| Issue: 1| Pages: 23-35 | March 2026 | https://doi.org/10.54940/ep30942252 | PDF
Received:04/05/2025 | Received:18/09/2025 | Accepted:25/12/2025
*Corresponding Author: s96624@student.squ.edu.om
Abstract
The present study aimed to investigate the areas of science teachers’ use of modern technology in science teach-ing, as well as the challenges they face from their own perspectives. To achieve the study’s objectives, a qualita-tive research approach was employed, where semi-structured interviews were conducted with 10 science teachers of grades 9–12 from various schools across Oman. Thematic analysis was applied to analyze the data, using open, axial, and selective coding, with an inter-rater reliability of 90%. The findings revealed that the teachers employ technology in three main domains of the teaching process: lesson planning (including the use of artificial intelligence in designing worksheets (; lesson implementation (through virtual laboratories and augmented reality applications); and assessment (by employing AI for question generation). On the other hand, important areas of technology use were absent among the participants, particularly in analyzing students’ performance data, per-sonalizing learning, and designing instructional plans. The study also highlighted several technical and human challenges that hinder teachers’ use of technology in teaching. Moreover, some participants expressed concerns that technology may distract students, while others indicated that parents show limited acceptance of its use in certain forms of student assessment. In light of these findings, the study recommends enhancing the provision of technological resources and infrastructure (e.g., internet connectivity), intensifying training programs for teach-ers, and reducing school-related pressures to allow sufficient time for the effective integration of technology.
Keywords
Educational technology, science teaching, science teachers.
How to Cite
Al-Balushi, S. Al Aamri, M. Albadi, A. (2026). Areas of use of digital technology by science teachers in teaching science and the challeng-es they face from their perspective: A qualita-tive study. Journal of Umm Al-Qura University for Educational and Psychological Sciences, Vol18 (1), pp23-35. https://doi.org/10.54940/ep30942252
License
1658-8177/© 2026-by the Authors. Published by-J. Umm Al-Qura Univ. for Edu. and Psychological Sci.-This is an open-access article distributed under the terms and conditions of the https://creativecommons.org/licenses/by-nc/4.0/-