Science Educators’ Awareness And Utilization Of Emerging Technologies For Teaching Senior Secondary School Students In Ilorin Metropolis

Abdulmuhsin   IBRAHIM; Adedolapo Abdulahi  AHMED; Adijat Omoladun  OLAREWAJU; Halimat Jummai  KPEROGI

Abdulmuhsin IBRAHIM Department of Science Education, Faculty of Education, Al-Hikmah University, Ilorin, Nigeria.
Adedolapo Abdulahi AHMED Department of Science Education, Faculty of Education, Al-Hikmah University, Ilorin, Nigeria.
Adijat Omoladun OLAREWAJU Department of Science Education, Faculty of Education, Al-Hikmah University, Ilorin, Nigeria.
Halimat Jummai KPEROGI Department of Science Education, Faculty of Education, Al-Hikmah University, Ilorin, Nigeria.

Keywords: Emerging Technologies, Science Education, Awareness, Utilisation, Secondary Schools

Abstract

Background of Study: This study investigates the awareness and utilisation of emerging technologies among senior secondary school Science educators in Ilorin Metropolis, Kwara State, Nigeria. As educational landscapes evolve, technologies like Virtual Reality, Augmented Reality, Blockchain, 3D Printing, and Artificial Intelligence (AI) are increasingly seen as transformative tools in teaching. However, there is limited research on how well Science educators in Nigeria are aware of and integrating these technologies into their teaching practices.

Aims and Scope of Paper: The aim of this study is to assess the level of awareness and extent of utilisation of emerging technologies among Science educators in Ilorin Metropolis. The paper seeks to identify gaps in awareness and utilisation, as well as the factors influencing the integration of these technologies in science education. It focuses on the use of innovative digital tools in secondary schools, providing insights into the challenges faced by educators in effectively employing these technologies.

Methods: The research employed a descriptive cross-sectional survey design, involving 176 Science educators selected through a multi-stage sampling technique from 85 secondary schools. Data were collected via a structured questionnaire focusing on educators' awareness and usage of emerging technologies. The instrument was validated by experts in science education and tested for reliability (coefficient = 0.72). Statistical analysis was performed using SPSS, applying descriptive and inferential statistics (t-test) at a 0.05 significance level.

Results: The findings revealed that most educators had limited awareness and usage of emerging technologies, with usage low across most tools except for AI, which was used mainly for assessments. A significant gap was identified between awareness and actual use, attributed to challenges such as poor infrastructure, inadequate training, and lack of clear implementation strategies.

Conclusion: The study highlights the need for targeted professional development, enhanced infrastructure, and mentorship programs to support the effective integration of emerging technologies into Science teaching, ensuring that educators can fully leverage these tools to improve educational outcomes.

References

Abubakar, T. A., Yusuf, I. K., & Ahmed, M. A. (2021). The role of molecular Biology in advancing health care delivery in sub-Saharan Africa. African Journal of Biotechnology, 19(4), 456–472.

Ajayi, O. A., & Olalekan, M. A. (2019). Conceptual shifts in the definitions of Science Education: From descriptive to integrative science. Nigerian Journal of Biology Education, 17(2), 201–221.

Akobe, O. D., Adeboye, F. L., Dauda, B. A., & Yacim, H. (2025). Improving Library and Information Science Education in Nigeria: Using Smart Technology and AI-Powered Tools for Better Learning. Using AI Tools in Text Analysis, Simplification, Classification, and Synthesis (pp. 377-410). IGI Global Scientific Publishing.

Almufarreh, A.; Arshad, M. (2023). Promising Emerging Technologies for Teaching and Learning: Recent Developments and Future Challenges. Sustainability, 15, 6917.

Bourhim, E.M.; Cherkaoui, A. (2020). Efﬁcacy of virtual reality for studying people’s Pre-evacuation behaviour under ﬁre. International Journal Hum. Comput. Stud, 142, 15.

De Alwis, C., Kalla, A., Pham, Q. V., Kumar, P., Dev, K., Hwang, W. J., & Liyanage, M. (2021). Survey on 6G frontiers: Trends, applications, requirements, technologies and future research. IEEE Open Journal of the Communications Society, 2, 836–886.

Doshi-Velez, F.; Kim, B. (2017). Towards a rigorous science of interpretable machine learning. arXiv, arXiv:1702.08608.

Eze, U. J., & Abdullahi, Y. B. (2018). Modern synthesis of evolution: Contributions from molecular genetics. Journal of Evolutionary Biology Research, 16(5), 321–345.

Hawthorn, S. L. (2018). Exploring the benefits of digital learning opportunities in the elementary classroom to support intervention, challenge, and personalised instructions. Lamar University-Beaumont.

Ibrahim, M. A., & Okeke, N. P. (2022). Advancements in bioinformatics and synthetic Science Education: A case study of Nigerian research initiatives. African Journal of Computational Science Education, 14(3), 112–135.

Kassa, M. M., Azene, M. K., Mengstie, S. M., & Ferede, M. W. (2024). Effect of using multimedia and dynamic classroom integrated instruction on grade 11 students’ Biology academic achievement. Heliyon, 10(18).

Kroon, N., do Céu Alves, M., & Martins, I. (2021). The impacts of emerging technologies on accountants’ role and skills: Connecting to open innovation—a systematic literature review. Journal of Open Innovation: Technology, Market, and Complexity, 7(3), 163.

Lozano, J. C. (2018). Emerging Technology Trends Inﬂuencing Learning and Development. https: //elearningindustry.com/trends-inﬂuencing-learning-and-development-emerging-technology.

Luehmann, A., Zhang, Y., Boyle, H., Tulbert, E., Merliss, G., & Sullivan, K. (2024). Toward a justice-centred ambitious teaching framework: Shaping ambitious science teaching to be culturally sustaining and productive in a rural context. Journal of Research in Science Teaching, 61(2), 319–357.

Morélot, S.; Garrigou, A.; Dedieu, J.; N’Kaoua, B. (2021). Virtual reality for ﬁre safety training: Inﬂuence of immersion and sense of presence on conceptual and procedural acquisition. Comput. Educ, 166, 13.

Nwankwo, I. N. (2024). Management of science and technology education for national development: A case of secondary schools in Southeast Nigeria. African Journal of Educational Management, Teaching and Entrepreneurship Studies, 12(2), 14-29.

Ogbonnaya, U. I., & Okeke, C. I. (2022). Potentials of Mobile Technologies in Science Education. International Journal of Educational Technology, 9(1), 15–25.

Ogunleye, A. O. (2020). Prospects and Challenges of Integrating Mobile Learning in Teaching and Learning of Biology in Nigerian Tertiary Institutions. African Journal of Educational Management, 21(1), 45–58.

Okafor, C. J., Adeyemi, B. A., & Olawale, S. O. (2020). Experimental nature of Biology and its role in fostering innovation in Nigerian universities. Journal of Scientific Research and Development, 15(2), 204–229.

Okoro, A., & Adebayo, B. (2019). Teacher Awareness as a Critical Factor in the Adoption of Digital Tools for Classroom Instruction. Journal of Educational Advancement, 9(4), 25-38.

Olayinka, O. S., Sunday, Z., & Anthony, G. (2024). Common ICT application software in the teaching and learning Agricultural science in public secondary schools in Jalingo. International Journal of Assessment and Evaluation in Education.

Omolafe, E., Olumorin, C. O., & Adetunji, B. (2022). Effect of Low-Cost Technology on Biology Students' Academic Performance in Ilorin, Nigeria. Journal of Digital Learning and Education, 2(1), 59–69.

Osadchyi, V.V.; Valko, N.V.; Kuzmich, L.V. (2021). Using augmented reality technologies for STEM education organisations. Journal Phys. Conf. Ser.. 1840, 012027.

Osborne, J. (2023). Science, scientific literacy, and science education. In Handbook of research on science education (pp. 785–816). Routledge.

Oyelekan, O. S., & Olorundare, A. S. (2021). Information and Communication Technologies (ICT) and Open and Distance Teaching and Learning of Biology in Nigeria. Journal of Science Education and Technology, 30(2), 234–245.

Oyovwi, E. O. (2022). Biology Education in Nigeria: Issues and Challenges in the 21st Century. International Journal of Research and Innovation in Social Science, 6(7), 123–128.

Riina, V.; Yves, P.; Cabrera, M. (2020). Emerging Technologies and the Teaching Profession; Publications Ofﬁce of the European Union: Luxembourg

Rumjaun, A., & Narod, F. (2025). Social learning theory—Albert Bandura. In Science education in theory and practice: An introductory guide to learning theory (pp. 65-82). Cham: Springer Nature Switzerland.

Smutny, P. (2022). Learning with virtual reality: A market analysis of educational and training applications. Interact. Learn. Environ, 1–14.

Sun, R.; Wu, Y.J.; Cai, Q. (2019). The effect of a virtual reality learning environment on learners’ spatial ability. Virtual Real, 23, 385–398.

Tzima, S.; Styliaras, G.; Bassounas, A. (2019). Augmented Reality Applications in Education: Teachers' Point of View. Educ. Sci, 9, 99.

Usman, S., & Lawal, H. (2021). Enhancing Teacher Readiness for Technological Integration: The Role of Professional Development. Contemporary Issues in Teacher Education, 15(1), 56-72.