ICT Integration in Social Studies Instruction: Teachers’ Attitudes, Challenges, and Classroom Strategies in Junior Secondary Schools in Ondo State, Nigeria
Keywords:
ICT Integration; Social Studies Instruction; Teachers’ Attitudes; Instructional Strategies; Secondary Education
Abstract
The integration of Information and Communication Technology (ICT) into secondary school education has become a key priority for improving instructional quality, learner engagement, and the development of critical thinking skills. The purpose of this study was to examine Social Studies teachers’ attitudes toward ICT integration, the challenges they encounter, the instructional strategies they employ, and the relationships between these factors and the use of ICT in junior secondary schools in Ondo State, Nigeria. The study adopted a descriptive-correlational survey research design. A sample of 200 Social Studies teachers was selected from public junior secondary schools using multi-stage sampling techniques. Data were collected using a structured questionnaire and analysed using descriptive statistics and Pearson product–moment correlation analysis at the 0.05 level of significance. The findings revealed that teachers generally hold positive attitudes toward ICT integration and moderately employ ICT-based instructional strategies. However, they also experience considerable challenges, including inadequate ICT infrastructure, poor internet connectivity, time constraints, and difficulty aligning ICT use with the Social Studies syllabus. The results further showed significant positive relationships between teachers’ attitudes and ICT use, as well as between instructional strategies and ICT use. The study concludes that effective ICT integration in Social Studies depends not only on positive teacher attitudes but also on supportive institutional conditions and purposeful pedagogical strategies. The research contributes empirical evidence that can inform policy decisions, teacher professional development, and curriculum planning aimed at improving ICT-supported Social Studies instruction in Nigerian secondary schools.
References
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Abidin, Z., & Muhammad, N. (2024). Effective classroom management is a quick solution to improve student participation and motivation in the learning process. Zabags International Journal of Education, 2(2), 88-104.
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Ajadi, O. (2024). Potential Challenges of Twenty-First Century Pedagogies in Nigeria. Journal of Education For Sustainable Innovation, 2(1), 64-73.
Alabi, O. A., Adeoye, M. A., Abiola, A. A., & Raji, M. O. (2025). Science Education in the Digital Era: Socioeconomic Barriers, ICT Integration and Emerging Gaps in Teaching and Learning. Eduvis: Jurnal Manajemen Pendidikan Islam, 10(2), 71-88.
Al-Ansi, A. M., Garad, A., & Al-Ansi, A. (2021). ICT-based learning during Covid-19 outbreak: Advantages, opportunities and challenges. Gagasan Pendidikan Indonesia, 2(1), 10-26.
Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and information technologies, 20(4), 655-673.
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110-125.
Al-Samarraie, H., & Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers & Education, 124, 77-91.
Asaju, K., & Ashepo, S. Y. (2025). Technology development and national development in Nigeria. Journal of Emerging Technologies, 5(1), 25-34.
Bakare, O. O., & Olanrewaju, O. J. (2022). Teachers’ Attitude and Utilisation of ICT Integration into the Teaching of Social Studies in Ile-Ife Upper Basic Schools. Ilorin Journal of Education, 42(2), 52-59.
Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian journal of educational technology, 32(2).
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1).
Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach, and students learn in collaborative learning environments. International Journal of Instruction, 7(1).
Clipa, O., Delibas, C. S., & Mâță, L. (2023). Teachers’ self-efficacy and attitudes towards the use of information technology in classrooms. Education Sciences, 13(10), 1001.
Gatete, O. (2025). Revisiting TPACK: A Critical Review and Contextual Extension for the Digital Age. Journal of Educational Technology Systems. https://doi.org/10.1177/00472395251382942
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online journal of educational technology, 4(2), 38-57.
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Haneef, A. (2024). Impact of Social Skills on High School Students’ Academic Performance. Open Access Education and Leadership Review, 1(2), 1-9.
Heystek, J., & Emekako, R. (2020). Leadership and motivation for improved academic performance in schools in low socio-economic contexts. International Journal of Educational Management, 34(9), 1403-1415.
Hinostroza, J. E., Armstrong-Gallegos, S., & Villafaena, M. (2024). Roles of digital technologies in the implementation of inquiry-based learning (IBL): A systematic literature review. Social Sciences & Humanities Open, 9, 100874.
Hong, S., Moon, J., Eom, T., Awoyemi, I. D., & Hwang, J. (2025). Generative AI-Enhanced Virtual Reality Simulation for Pre-Service Teacher Education: A Mixed-Methods Analysis of Usability and Instructional Utility for Course Integration. Education Sciences, 15(8), 997.
Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25.
Ismaila, B., & Ibrahim, S. H. (2023). Application of ICT-Skills and E-Learning Facilities in Transforming Social Studies Classroom at Secondary School Level of Education in Nigeria Muhammad. Zamfara International Journal of Education (ZIJE) 3(6), 7-14
Jibril, M., & Adedokun-Shittu, N. A. (2024). Enhancing education: A comprehensive framework for integrating technological pedagogical content knowledge (TPACK) into teaching and learning. Indonesian Journal of Multidisciplinary Research, 4(1), 181-188.
Joshi, B. M., & Khatiwada, S. P. (2024). Analysing barriers to ICT integration in education: A systematic review. The Third Pole: Journal of Geography Education, 24, 25-45.
Kale, U., & Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Education and Information Technologies, 19(1), 41-60.
Kemi, S. A. (2023). School principals’ implementation of Information and Communication Technology Policy in Lagos State secondary schools, Nigeria (Doctoral dissertation, University of Pretoria).
Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational technology research and development, 67(3), 577-595.
Kundu, A., Bej, T., & Dey, K. N. (2020). An empirical study on the correlation between teacher efficacy and ICT infrastructure. The International Journal of Information and Learning Technology, 37(4), 213-238.
Mahmood, A., Huang, X., & Rehman, N. (2025). Gender-based analysis of attitudes and challenges in ICT use for English teaching. Quality Education for All, 2(1), 460-488.
Mishra, N. R. (2020). ICT Integrated Teaching: An Interpretive Inquiry of Teachers and Students' Perceptions on ICT-based Teaching. Researcher: A Research Journal of Culture and Society, 4(2), 77-90.
Muianga, X., Klomsri, T., Tedre, M., & Mutimucuio, I. (2018). From Teacher-Oriented to Student-Centred Learning: Developing an ICT-Supported Learning Approach at the Eduardo Mondlane University, Mozambique. Turkish Online Journal of Educational Technology-TOJET, 17(2), 46-54.
Munna, M. S. H., Hossain, M. R., & Saylo, K. R. (2024). Digital education revolution: Evaluating LMS-based learning and traditional approaches. Journal of Innovative Technology Convergence, 6(2).
Nordlöf, C., Hallström, J., & Höst, G. E. (2019). Self-efficacy or context dependency? Exploring teachers’ perceptions of and attitudes towards technology education. International Journal of Technology and Design Education, 29(1), 123-141.
Ntorukiri, T. B., Kirugua, J. M., & Kirimi, F. (2022). Policy and infrastructure challenges influencing ICT implementation in universities: a literature review. Discover Education, 1(1), 19.
Nugraha, K. B., & Ade, A. (2023). Enhancing Higher-Order Thinking Skills Through Multimedia-Based Inquiry Learning. International Journal of Technology and Modelling, 2(3), 148-155.
Nwani, K. (2021). Perception of teacher effectiveness and its role in optimising students’ learning in five primary schools in Lagos State (Doctoral dissertation, University of Leicester).
Nwuke, T. J., & Yellowe, A. N. (2025). Managing education in Nigeria and the emerging technologies in the 21st-century classroom. World Journal of Innovation and Modern Technology, 9(1), 1-14.
Ogunode, N. J. (2025). Teachers, Capacity Building and Instructional Resources and Implementation of Universal Basic Education in Nigeria. Irfan: Oriental Journal of Mystical Insights and Cultural Heritage, 1(1), 11-19.
Olatunji, B. O. (2016). Inadequate facilities of ICT equipment in Nigerian secondary schools: Case study in Ado Odo Ota local government, Ogun State, Nigeria (Master's thesis, Eastern Mediterranean University (EMU)-Doğu Akdeniz Üniversitesi (DAÜ)).
Onyema, E. M., Ogechukwu, U., Anthonia, E. C. D., & Deborah, E. (2019). Potentials of mobile technologies in enhancing the effectiveness of inquiry-based learning approach. International Journal of Education (IJE), 2(01), 1-22.
Oshowole, S. A. (2024). Barriers Impacting the Integration of Classroom Technology in Primary Schools in Lagos, Nigeria (Doctoral dissertation, Saint Leo University).
Poulitsa, D., Choustoulakis, E., & Travlos, A. (2025). ICT and Inclusion In Physical Education: Promoting The Social Integration of Students With Psychosocial Barriers In Primary Education. European Journal of Special Education Research, 11(6).
Rani, S. N. G. (2023). Use of information and Communication Technologies (ICT) for inclusive education. Shanlax International Journal of Arts, Science and Humanities, 11, 36-41.
Sabri, S. M., Ismail, I., Annuar, N., Rahman, N. R. A., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. Integration, 9(55), 750-769.
Salam, S., Zeng, J., Pathan, Z. H., Latif, Z., & Shaheen, A. (2018). Impediments to the Integration of ICT in Public Schools of Contemporary Societies: A Review of Literature. Journal of Information Processing Systems, 14(1).
Samoylenko, N., Zharko, L., & Glotova, A. (2022). Designing Online Learning Environment: ICT Tools and Teaching Strategies. Athens Journal of Education, 9(1), 49-62.
Schneider, B. (2017). Virtual civic engagement: exploring technology, secondary social studies, and problem-based learning with TPACK. Pepperdine University.
Shittu, A. T., Gambari, A. I., & Obielodan, O. O. (2016). Resistance to Change, Perceived Value, Self-Efficacy and Attitude Towards Use of Information Technology for Teaching among Primary School Teachers in Ilorin, Nigeria. Benue State University Journal of Education (BSUJE) 16(1), 270-273
Staneviciene, E., & Žekienė, G. (2025). The Use of Multimedia in the Teaching and Learning Process of Higher Education: A Systematic Review. Sustainability, 17(19), 8859.
Suari, S., Indrawadi, J., & Syahriani, F. (2023). Exploration of learning strategies in the social studies based on the Merdeka Curriculum. Al-Ta lim Journal, 30(2), 195-210.
Thyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “Digitality-related pedagogical and content knowledge”-model in STEM-education. Education sciences, 13(8), 769.
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110-120.
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational technology research and development, 65(3), 555-575.
Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971.
Ugwu, N. P., & Nnaekwe, K. (2019). The concept and application of ICT to the teaching/learning process. International Research Journal of Mathematics, Engineering and IT, 6(2).
Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75.
Zafar, T. (2019). Role of information communication technology (ICT) in education and its relative impact. International Journal of Engineering Research & Technology (IJERT), 7(04), 1-10.
Ziyabekova, B., & Zhumabaeva, A. (2025). Formation of Future Primary School Teachers’ Readiness for Conducting Pedagogical Diagnostics Based on ICT. Pedagogy and Psychology, 63(2), 123-131.
Abidin, Z., & Muhammad, N. (2024). Effective classroom management is a quick solution to improve student participation and motivation in the learning process. Zabags International Journal of Education, 2(2), 88-104.
Abubakar, A. M. (2016). An assessment of the use of ICT in teaching and learning in public secondary schools in Northeastern Nigeria (Master's thesis, Eastern Mediterranean University (EMU)-Doğu Akdeniz Üniversitesi (DAÜ)).
Abubakar, U., Ogunlade, O. O., & Ibrahim, H. A. (2024). The influence of technology-integrated curriculum resources on student engagement and academic achievement in higher education. Advances in Mobile Learning Educational Research, 4(2), 1208-1223.
Adenubi, O. A., Samuel, N., & Oyenuga, A. O. (2025). A framework for education technology integration in Nigerian basic school system: Digital framework for technology integration in education (DIFTE) for the basic school system. University of Ibadan Journal of Science and Logics in ICT Research, 13(1), 188-199.
Ajadi, O. (2024). Potential Challenges of Twenty-First Century Pedagogies in Nigeria. Journal of Education For Sustainable Innovation, 2(1), 64-73.
Alabi, O. A., Adeoye, M. A., Abiola, A. A., & Raji, M. O. (2025). Science Education in the Digital Era: Socioeconomic Barriers, ICT Integration and Emerging Gaps in Teaching and Learning. Eduvis: Jurnal Manajemen Pendidikan Islam, 10(2), 71-88.
Al-Ansi, A. M., Garad, A., & Al-Ansi, A. (2021). ICT-based learning during Covid-19 outbreak: Advantages, opportunities and challenges. Gagasan Pendidikan Indonesia, 2(1), 10-26.
Albion, P. R., Tondeur, J., Forkosh-Baruch, A., & Peeraer, J. (2015). Teachers’ professional development for ICT integration: Towards a reciprocal relationship between research and practice. Education and information technologies, 20(4), 655-673.
Almerich, G., Orellana, N., Suárez-Rodríguez, J., & Díaz-García, I. (2016). Teachers’ information and communication technology competences: A structural approach. Computers & Education, 100, 110-125.
Al-Samarraie, H., & Saeed, N. (2018). A systematic review of cloud computing tools for collaborative learning: Opportunities and challenges to the blended-learning environment. Computers & Education, 124, 77-91.
Asaju, K., & Ashepo, S. Y. (2025). Technology development and national development in Nigeria. Journal of Emerging Technologies, 5(1), 25-34.
Bakare, O. O., & Olanrewaju, O. J. (2022). Teachers’ Attitude and Utilisation of ICT Integration into the Teaching of Social Studies in Ile-Ife Upper Basic Schools. Ilorin Journal of Education, 42(2), 52-59.
Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian journal of educational technology, 32(2).
Buabeng-Andoh, C. (2012). Factors influencing teachers' adoption and integration of information and communication technology into teaching: A review of the literature. International Journal of Education and Development using ICT, 8(1).
Burns, M., Pierson, E., & Reddy, S. (2014). Working together: How teachers teach, and students learn in collaborative learning environments. International Journal of Instruction, 7(1).
Clipa, O., Delibas, C. S., & Mâță, L. (2023). Teachers’ self-efficacy and attitudes towards the use of information technology in classrooms. Education Sciences, 13(10), 1001.
Gatete, O. (2025). Revisiting TPACK: A Critical Review and Contextual Extension for the Digital Age. Journal of Educational Technology Systems. https://doi.org/10.1177/00472395251382942
Ghavifekr, S., Kunjappan, T., Ramasamy, L., & Anthony, A. (2016). Teaching and Learning with ICT Tools: Issues and Challenges from Teachers' Perceptions. Malaysian Online journal of educational technology, 4(2), 38-57.
Grant, S. G., Swan, K., & Lee, J. (2022). Inquiry-based practice in social studies education: Understanding the inquiry design model. Routledge.
Haneef, A. (2024). Impact of Social Skills on High School Students’ Academic Performance. Open Access Education and Leadership Review, 1(2), 1-9.
Heystek, J., & Emekako, R. (2020). Leadership and motivation for improved academic performance in schools in low socio-economic contexts. International Journal of Educational Management, 34(9), 1403-1415.
Hinostroza, J. E., Armstrong-Gallegos, S., & Villafaena, M. (2024). Roles of digital technologies in the implementation of inquiry-based learning (IBL): A systematic literature review. Social Sciences & Humanities Open, 9, 100874.
Hong, S., Moon, J., Eom, T., Awoyemi, I. D., & Hwang, J. (2025). Generative AI-Enhanced Virtual Reality Simulation for Pre-Service Teacher Education: A Mixed-Methods Analysis of Usability and Instructional Utility for Course Integration. Education Sciences, 15(8), 997.
Hwang, G. J., Chiu, L. Y., & Chen, C. H. (2015). A contextual game-based learning approach to improving students' inquiry-based learning performance in social studies courses. Computers & Education, 81, 13-25.
Ismaila, B., & Ibrahim, S. H. (2023). Application of ICT-Skills and E-Learning Facilities in Transforming Social Studies Classroom at Secondary School Level of Education in Nigeria Muhammad. Zamfara International Journal of Education (ZIJE) 3(6), 7-14
Jibril, M., & Adedokun-Shittu, N. A. (2024). Enhancing education: A comprehensive framework for integrating technological pedagogical content knowledge (TPACK) into teaching and learning. Indonesian Journal of Multidisciplinary Research, 4(1), 181-188.
Joshi, B. M., & Khatiwada, S. P. (2024). Analysing barriers to ICT integration in education: A systematic review. The Third Pole: Journal of Geography Education, 24, 25-45.
Kale, U., & Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Education and Information Technologies, 19(1), 41-60.
Kemi, S. A. (2023). School principals’ implementation of Information and Communication Technology Policy in Lagos State secondary schools, Nigeria (Doctoral dissertation, University of Pretoria).
Koh, J. H. L. (2019). TPACK design scaffolds for supporting teacher pedagogical change. Educational technology research and development, 67(3), 577-595.
Kundu, A., Bej, T., & Dey, K. N. (2020). An empirical study on the correlation between teacher efficacy and ICT infrastructure. The International Journal of Information and Learning Technology, 37(4), 213-238.
Mahmood, A., Huang, X., & Rehman, N. (2025). Gender-based analysis of attitudes and challenges in ICT use for English teaching. Quality Education for All, 2(1), 460-488.
Mishra, N. R. (2020). ICT Integrated Teaching: An Interpretive Inquiry of Teachers and Students' Perceptions on ICT-based Teaching. Researcher: A Research Journal of Culture and Society, 4(2), 77-90.
Muianga, X., Klomsri, T., Tedre, M., & Mutimucuio, I. (2018). From Teacher-Oriented to Student-Centred Learning: Developing an ICT-Supported Learning Approach at the Eduardo Mondlane University, Mozambique. Turkish Online Journal of Educational Technology-TOJET, 17(2), 46-54.
Munna, M. S. H., Hossain, M. R., & Saylo, K. R. (2024). Digital education revolution: Evaluating LMS-based learning and traditional approaches. Journal of Innovative Technology Convergence, 6(2).
Nordlöf, C., Hallström, J., & Höst, G. E. (2019). Self-efficacy or context dependency? Exploring teachers’ perceptions of and attitudes towards technology education. International Journal of Technology and Design Education, 29(1), 123-141.
Ntorukiri, T. B., Kirugua, J. M., & Kirimi, F. (2022). Policy and infrastructure challenges influencing ICT implementation in universities: a literature review. Discover Education, 1(1), 19.
Nugraha, K. B., & Ade, A. (2023). Enhancing Higher-Order Thinking Skills Through Multimedia-Based Inquiry Learning. International Journal of Technology and Modelling, 2(3), 148-155.
Nwani, K. (2021). Perception of teacher effectiveness and its role in optimising students’ learning in five primary schools in Lagos State (Doctoral dissertation, University of Leicester).
Nwuke, T. J., & Yellowe, A. N. (2025). Managing education in Nigeria and the emerging technologies in the 21st-century classroom. World Journal of Innovation and Modern Technology, 9(1), 1-14.
Ogunode, N. J. (2025). Teachers, Capacity Building and Instructional Resources and Implementation of Universal Basic Education in Nigeria. Irfan: Oriental Journal of Mystical Insights and Cultural Heritage, 1(1), 11-19.
Olatunji, B. O. (2016). Inadequate facilities of ICT equipment in Nigerian secondary schools: Case study in Ado Odo Ota local government, Ogun State, Nigeria (Master's thesis, Eastern Mediterranean University (EMU)-Doğu Akdeniz Üniversitesi (DAÜ)).
Onyema, E. M., Ogechukwu, U., Anthonia, E. C. D., & Deborah, E. (2019). Potentials of mobile technologies in enhancing the effectiveness of inquiry-based learning approach. International Journal of Education (IJE), 2(01), 1-22.
Oshowole, S. A. (2024). Barriers Impacting the Integration of Classroom Technology in Primary Schools in Lagos, Nigeria (Doctoral dissertation, Saint Leo University).
Poulitsa, D., Choustoulakis, E., & Travlos, A. (2025). ICT and Inclusion In Physical Education: Promoting The Social Integration of Students With Psychosocial Barriers In Primary Education. European Journal of Special Education Research, 11(6).
Rani, S. N. G. (2023). Use of information and Communication Technologies (ICT) for inclusive education. Shanlax International Journal of Arts, Science and Humanities, 11, 36-41.
Sabri, S. M., Ismail, I., Annuar, N., Rahman, N. R. A., Abd Hamid, N. Z., & Abd Mutalib, H. (2024). A conceptual analysis of technology integration in classroom instruction towards enhancing student engagement and learning outcomes. Integration, 9(55), 750-769.
Salam, S., Zeng, J., Pathan, Z. H., Latif, Z., & Shaheen, A. (2018). Impediments to the Integration of ICT in Public Schools of Contemporary Societies: A Review of Literature. Journal of Information Processing Systems, 14(1).
Samoylenko, N., Zharko, L., & Glotova, A. (2022). Designing Online Learning Environment: ICT Tools and Teaching Strategies. Athens Journal of Education, 9(1), 49-62.
Schneider, B. (2017). Virtual civic engagement: exploring technology, secondary social studies, and problem-based learning with TPACK. Pepperdine University.
Shittu, A. T., Gambari, A. I., & Obielodan, O. O. (2016). Resistance to Change, Perceived Value, Self-Efficacy and Attitude Towards Use of Information Technology for Teaching among Primary School Teachers in Ilorin, Nigeria. Benue State University Journal of Education (BSUJE) 16(1), 270-273
Staneviciene, E., & Žekienė, G. (2025). The Use of Multimedia in the Teaching and Learning Process of Higher Education: A Systematic Review. Sustainability, 17(19), 8859.
Suari, S., Indrawadi, J., & Syahriani, F. (2023). Exploration of learning strategies in the social studies based on the Merdeka Curriculum. Al-Ta lim Journal, 30(2), 195-210.
Thyssen, C., Huwer, J., Irion, T., & Schaal, S. (2023). From TPACK to DPACK: The “Digitality-related pedagogical and content knowledge”-model in STEM-education. Education sciences, 13(8), 769.
Tondeur, J., Forkosh-Baruch, A., Prestridge, S., Albion, P., & Edirisinghe, S. (2016). Responding to challenges in teacher professional development for ICT integration in education. Educational Technology and Society, 19(3), 110-120.
Tondeur, J., Van Braak, J., Ertmer, P. A., & Ottenbreit-Leftwich, A. (2017). Understanding the relationship between teachers’ pedagogical beliefs and technology use in education: A systematic review of qualitative evidence. Educational technology research and development, 65(3), 555-575.
Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2022). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning, 35(4), 948-971.
Ugwu, N. P., & Nnaekwe, K. (2019). The concept and application of ICT to the teaching/learning process. International Research Journal of Mathematics, Engineering and IT, 6(2).
Uluyol, Ç., & Şahin, S. (2016). Elementary school teachers' ICT use in the classroom and their motivators for using ICT. British Journal of Educational Technology, 47(1), 65-75.
Zafar, T. (2019). Role of information communication technology (ICT) in education and its relative impact. International Journal of Engineering Research & Technology (IJERT), 7(04), 1-10.
Ziyabekova, B., & Zhumabaeva, A. (2025). Formation of Future Primary School Teachers’ Readiness for Conducting Pedagogical Diagnostics Based on ICT. Pedagogy and Psychology, 63(2), 123-131.
Published
2026-01-03
How to Cite
OLOWO, O. O., & KATAYE, T. O. (2026). ICT Integration in Social Studies Instruction: Teachers’ Attitudes, Challenges, and Classroom Strategies in Junior Secondary Schools in Ondo State, Nigeria. Queen Journal: Education, Technology, Science, and Social Humanities, 1(1), 43-58. Retrieved from http://jurnal.faperta-unras.ac.id/index.php/Queenjournal/article/view/627
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Articles
