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Exploring Barriers to ICT Integration and Gender Inclusivity in Physics Teaching: A Study in Teacher Training Institutions in Uganda

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  • Waninga Willy

    (Soroti Teacher Training Institute, Uganda, East Africa)

  • Olinga John Paul

    (Soroti Teacher Training Institute, Uganda, East Africa)

  • Ajuko Anna Grace

    (Soroti Teacher Training Institute, Uganda, East Africa)

  • Opusi Michae

    (Soroti Teacher Training Institute, Uganda, East Africa)

Abstract

This study investigates the challenges hindering the incorporation of Information and Communication Technology (ICT) and gender inclusivity in physics teaching within Teacher Training Institutions (TTIs) in Uganda. Employing a mixed-method approach, data was collected from administrators and physics lecturers through interviews, questionnaires, observation, and document analysis. Findings reveal a multitude of barriers including limited access to technology, gender stereotypes, inadequate teacher training, and institutional policies. These obstacles underscore the need for comprehensive strategies to promote ICT integration and gender equity in physics education. Recommendations are proposed to address these challenges and enhance the quality and inclusivity of physics teaching in Ugandan TTIs.

Suggested Citation

  • Waninga Willy & Olinga John Paul & Ajuko Anna Grace & Opusi Michae, 2024. "Exploring Barriers to ICT Integration and Gender Inclusivity in Physics Teaching: A Study in Teacher Training Institutions in Uganda," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(7), pages 1810-1819, July.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:7:p:1810-1819
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