Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn)
Sirinapa Kijkuakul
Naresuan University
Humanities Education Library & Information Science Social Sciences Other

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Primary science teachers’ perceptions of digital tools: a qualitative study of challenges and pedagogical implications Wenlin Yang; Sirinapa Kijkuakul
International Journal of Evaluation and Research in Education (IJERE) Vol 15, No 5: October 2026
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v15i5.37255

Abstract

This qualitative study investigates primary school science teachers’ attitudes, experiences, and challenges in integrating digital tools into science instruction. Drawing on semi-structured interviews with 25 teachers from urban and rural schools in Meizhou City, Guangdong Province, China, thematic analysis explored how simulations, virtual labs, and multimedia platforms are employed, their perceived benefits, and systemic barriers to effective use. Findings indicate that digital tools support visualization of abstract concepts, supplement limited physical resources, and enhance student engagement through interactive experimentation. However, challenges such as misalignment with curriculum goals, insufficient technical support, and concerns about over-reliance on digital methods potentially diminishing hands-on learning were identified. Full-time and higher-grade teachers showed more consistent integration than part-time or lower-grade counterparts. The findings indicate a need to balance digital approaches with experiential learning, while reaffirming the continued importance of tactile, hands-on activities in science education. For educators and policymakers, the findings highlight priority areas for action, including professional development (PD) aligned with curricular goals, improved availability of digital resources across school contexts, and institutional mechanisms that guide teachers’ use of digital tools in practice.
Professional development for primary science teachers: a systematic literature review of international and Chinese research Wenlin Yang; Sirinapa Kijkuakul
Journal of Education and Learning (EduLearn) Vol 20, No 4: November 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i4.27595

Abstract

This study systematically reviews professional development for primary science teachers, emphasizing digital competencies and science, technology, engineering and mathematics or STEM-oriented instruction. There were 30 peer-reviewed studies published between 2020 and 2024 analyzed from Scopus and China National Knowledge Infrastructure (CNKI) databases, integrating international and Chinese perspectives. Quality assessment considered research design, instrument validity, data transparency, and alignment between findings and conclusions. The review identifies four professional development orientations: system-driven, innovation-driven, sustainability-oriented, and capacity-building. Chinese programs are largely centralized and policy-aligned, whereas international programs emphasize teacher autonomy, collaborative innovation, and long-term sustainability. The COVID-19 pandemic accelerated online and blended professional development adoption, revealing both opportunities for digital competency development and inequities in access. Findings contribute a cross-cultural synthesis of professional development structures, strategies, and outcomes for primary science teachers. Implications include designing scalable, equitable, and context-sensitive professional development programs, particularly in resource-limited settings such as rural China and developing countries. Future research should focus on longitudinal evaluation, cross-cultural comparisons, and rigorous assessment of digital competency integration to enhance teacher professional learning and inform policy and practice globally.
Co-Authors Wenlin Yang