INVESTIGATION INTO CHEMISTRY TEACHERS' INSIGHTS ON REPOSITIONING CHEMISTRY EDUCATION IN NIGERIA THROUGH DIGITAL TECHNOLOGY

Abstract

The integration of digital technology has the potential to transform the teaching and learning of chemistry by making abstract concepts more engaging and accessible. However, in Nigeria, the adoption of digital tools in chemistry classrooms remains constrained by infrastructural and capacity-related challenges. This study examined chemistry teachers' insights on repositioning chemistry education in Nigeria through digital technology. A descriptive survey design was adopted, involving 86 chemistry teachers drawn from secondary and tertiary institutions. Data were collected using a structured questionnaire and analyzed using mean, standard deviation, t-test, and ANOVA. Findings revealed that teachers demonstrated a highly positive perception of digital technology but possessed only moderate digital competence. Key challenges identified include poor internet connectivity, inadequate access to digital devices, unstable electricity supply, and limited training opportunities. The t-test results indicated no significant difference in teachers' perspectives based on gender, while ANOVA results showed a significant difference based on qualification and computer literacy. The study concluded that effective repositioning of chemistry education in Nigeria requires improved digital infrastructure and capacity building initiatives to enhance teachers' technological skills and confidence. It recommended increased investment in ICT facilities, integration of digital pedagogy in teacher education curricula, and the establishment of strong policy frameworks to support sustainable digital transformation in chemistry education.