Theoretical basis for using information and communication technologies in the process of teaching chemistry

https://doi.org/10.35912/jomabs.v2i3.3026
Published: Jun 10, 2025

Abstract:

Purpose: The aim of this article is to establish a theoretical basis for the use of ICT in chemistry education by examining its pedagogical value, identifying best practices, and presenting strategies for effective implementation.

Research methodology: This study used a mixed-methods design involving purposive sampling of secondary school chemistry teachers and students to explore the integration of ICT in education. Quantitative data were gathered through questionnaires and pre-post tests, while qualitative data came from interviews and classroom observations. The ICT tools examined included virtual labs, simulations, and digital platforms, implemented through strategies like blended and inquiry-based learning. Data analysis combined SPSS for statistical evaluation and thematic analysis to assess instructional practices and teacher readiness.

Results: The results show that integrating ICT tools such as virtual labs and simulations significantly enhances student engagement and conceptual understanding in chemistry. The use of ICT also aligns well with constructivist and inquiry-based pedagogical approaches, fostering critical thinking and collaborative learning. However, challenges such as limited access to technology and the need for ongoing teacher training were identified as barriers to effective implementation.

Conclusions: This study successfully establishes a theoretical foundation for the integration of ICT in chemistry education by linking it to established pedagogical frameworks. The findings highlight best practices and instructional strategies that enhance student engagement, conceptual understanding, and critical thinking. Overall, the thoughtful implementation of ICT offers significant potential to improve teaching effectiveness and learning outcomes in chemistry classrooms.

Limitations: This study is limited by its reliance on existing literature and secondary data sources without direct classroom intervention. in low-resource settings where ICT access remains a barrier.

Contribution: This study contributes to the theoretical and practical understanding of how ICT enhances chemistry education through improved engagement, deeper conceptual learning, and alignment with modern pedagogical practices.

Authors:
Faizulloeva Sadokat
Asian International University, Manipur, India
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How to Cite
Sadokat, F. (2025). Theoretical basis for using information and communication technologies in the process of teaching chemistry. Journal of Multidisciplinary Academic Business Studies, 2(3), 389–395. https://doi.org/10.35912/jomabs.v2i3.3026
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Vol. 2 No. 3 (2025): May
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References

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    Triyasmina, Rusdi, M., Asyhar, R., Dachia, H. A., & Rukondo, N. (2022). Chemistry Learning Revolution: Interactive Multimedia E-Learning with a Problem Based Learning Approach. Tekno-Pedagogi: Jurnal Teknologi Pendidikan, 12(2), 1-9. doi:https://doi.org/10.22437/teknopedagogi.v12i2.32521

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    Woldemariam, M., Ergado, A., & Jimma, W. (2025). Factors Influencing Effective Integration of Educational Technology in the Colleges of Teacher Education in Ethiopia: A Constructivist Grounded Theory. Australasian Journal of Educational Technology, 41(2), 50-70. doi:https://doi.org/10.14742/ajet.9993

  1. Aroch, I., Katchevich, D., & Blonder, R. (2024). Modes of technology integration in chemistry teaching: theory and practice. Chemistry Education Research and Practice, 25(3), 843-861. doi:https://doi.org/10.1039/D3RP00307H
  2. Astarina, A. N., Sujatna, M. L., & Heryono, H. (2024). Technological Pedagogical Content Knowledge (TPACK): The Readiness of Higher Education Educators Facing the Digital Transformation in Teaching and Learning. PROJECT (Professional Journal of English Education), 7(5), 1153-1162.
  3. Gupta, S. B., & Gupta, M. (2020). Technology and E-learning in higher education. Technology, 29(4), 1320-1325. doi:https://www.doi.org/10.56726/IRJMETS32852
  4. Hariyono. (2023). Penggunaan Teknologi Augmented Reality dalam Pembelajaran Ekonomi: Inovasi untuk Meningkatkan Keterlibatan dan Pemahaman Siswa. JIIP-Jurnal Ilmiah Ilmu Pendidikan, 6(11), 9040-9050. doi:https://doi.org/10.54371/jiip.v6i11.2894
  5. Hasibuan, K., Ledy, A., & Az-Zahra, F. Z. (2024). Curriculum Development for 21st Century Skills: Trends, Challenges, and Solutions. MODELING: Jurnal Program Studi PGMI, 11(4), 295-305. doi:https://doi.org/10.69896/modeling.v11i4.2660
  6. Iyamuremye, A., Niyongabo Niyonzima, F., & Twagilimana, I. (2024). Web-Based Discussion in Teaching and Learning Organic Chemistry: A Scoping Literature Review on its Current Trends, Cognitive, Social, and Teaching Aspects. Cogent Education, 11(1), 1-22. doi:https://doi.org/10.1080/2331186X.2024.2431947
  7. Kandukoori, A., Kandukoori, A., & Wajid, F. (2024). Comparative Analysis of Digital Tools and Traditional Teaching Methods in Educational Effectiveness. Computers and Society. doi:https://doi.org/10.48550/arXiv.2408.06689
  8. Lu, M., Loyalka, P., Shi, Y., Chang, F., Liu, C., & Rozelle, S. (2019). The Impact of Teacher Professional Development Programs on Student Achievement in Rural China: Evidence from Shaanxi Province. Journal of development effectiveness, 11(2), 105-131. doi:https://doi.org/10.1080/19439342.2019.1624594
  9. Mokgadi, T., & Moloi, T. J. (2025). Navigating ICT Challenges and Effects at Rekopantswe Senior Phase Schools: Exploring Teaching and Learning Results. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 9(1), 46-73. doi:https://doi.org/10.36312/e-saintika.v9i1.2104
  10. Msambwa, M. M., Daniel, K., & Lianyu, C. (2024). Integration of Information and Communication Technology in Secondary Education for Better Learning: A Systematic Literature Review. Social Sciences & Humanities Open, 10, 1-13. doi:https://doi.org/10.1016/j.ssaho.2024.101203
  11. Nasabiyah, S. N., Santika, S. P., Puspita, S. P. I., Kholifah, S. U., Gandhi, S. K., Al Hakim, S., & Malikah, N. (2024). Peran Teknologi dan Komunikasi (TIK) dalam Proses Pembelajaran di MA Miftahul Ulum Kedungpanji. Dewantara: Jurnal Pendidikan Sosial Humaniora, 3(3), 195-208. doi:https://doi.org/10.30640/dewantara.v3i2.2739
  12. Nechypurenko, P. P., & Soloviev, V. N. (2019). Using ICT as the Tools of Forming the Senior Pupils’ Research Competencies in the Profile Chemistry Learning of Elective Course “Basics of Quantitative Chemical Analysis". Pedagogy of Higher and Secondary Education, 51, 7-24. doi:https://doi.org/10.31812/pedag.v51i0.3648
  13. Oskarita, E., & Arasy, H. N. a. (2024). The Role of Digital Tools in Enhancing Collaborative Learning in Secondary Education. International Journal of Educational Research, 1(1), 26-32. doi:https://doi.org/10.62951/ijer.v1i1.15
  14. Oyeniyi, N. O., Ahmed, T. A., & Abdulkareem, H. B. (2024). Assessment of ICT tool usage in teaching Chemistry among secondary school teachers. Curricula: Journal of Curriculum Development, 3(2), 263-276. doi:http://dx.doi.org/10.17509/curricula.v3i2.69863
  15. Ramadhani, P., Fuadiyah, S., & Yogica, R. (2021). Laboratorium Virtual sebagai Langkah Memaksimalkan Skill Keterampilan Siswa. Prosiding Seminar Nasional Biologi, 1(1), 791-798. doi:https://doi.org/10.24036/prosemnasbio/vol1/102
  16. Sadykov, T., & ?trnáctová, H. (2019). Application Interactive Methods and Technologies of Teaching Chemistry. Chemistry Teacher International, 1(2), 1-7. doi:https://doi.org/10.1515/cti-2018-0031
  17. Syskowski, S., Lathwesen, C., Kanbur, C., Siol, A., Eilks, I., & Huwer, J. (2024). Teaching with Augmented Reality Using Tablets, Both as a Tool and an Object of Learning. Journal of Chemical Education, 101(3), 892-902. doi:https://doi.org/10.1021/acs.jchemed.3c00607
  18. Thelma, C. C., Sain, Z. H., Mpolomoka, D. L., Akpan, W. M., & Davy, M. (2024). Curriculum Design for the Digital Age: Strategies for Effective Technology Integration in Higher Education. International Journal of Research, 11(7), 185-201. doi:http://dx.doi.org/10.5281/ZENODO.13123899
  19. Triyasmina, Rusdi, M., Asyhar, R., Dachia, H. A., & Rukondo, N. (2022). Chemistry Learning Revolution: Interactive Multimedia E-Learning with a Problem Based Learning Approach. Tekno-Pedagogi: Jurnal Teknologi Pendidikan, 12(2), 1-9. doi:https://doi.org/10.22437/teknopedagogi.v12i2.32521
  20. Wohlfart, O., Wagner, A. L., & Wagner, I. (2023). Digital tools in secondary chemistry education–added value or modern gimmicks? Paper presented at the Frontiers in Education.
  21. Woldemariam, M., Ergado, A., & Jimma, W. (2025). Factors Influencing Effective Integration of Educational Technology in the Colleges of Teacher Education in Ethiopia: A Constructivist Grounded Theory. Australasian Journal of Educational Technology, 41(2), 50-70. doi:https://doi.org/10.14742/ajet.9993