Investigating chemistry teachers' technological, pedagogical, and collaborative skills of using web-based discussion tools in teaching organic chemistry in selected Rwandan secondary schools

Teachers' technological, pedagogical, and collaborative skills are key factors in improving students' learning outcomes. However, some teachers are still unaware of how these skills can be used to enhance their teaching . The current study aims to assesses secondary school chemistry teachers' technological, pedagogical, and collaborative skills of utilizing web-based discussion tools in teaching organic chemistry. The study sampled 133 chemistry teachers from Kamonyi and Gasabo districts, Rwanda. A mixed-method approach was employed. The quantitative results did not find a statistically significant difference in teachers' technological skills, pedagogical, and collaborative skills of using web-based discussion tools based on schools location, school ownership, and gender with a p-value of 0.81, 0.093, and 0.065, respectively. However, the results revealed a statistically significant difference of these skills with regard to their age and working experience in favor of younger teachers aged between under 25 years and less experienced teachers with working experience between 1-3 years with p < 0.001 129 and p < 0.005, respectively. The qualitative results discovered two main themes that are teachers with strong pedagogical and collaborative skills, and those that need intervention. Therefore, it highlights the importance of targeted training to improve teachers' skills in using web-based discussion tools not only in chemistry lessons but also in the other subjects. PUBLIC INTEREST STATEMENT This study explores how chemistry teachers in the selected Rwandan secondary schools use web-based discussion tools to teach organic chemistry. It focuses on their technological, pedagogical, and collaborative skills, which are essential for improving student engagement and understanding of complex scientific concepts. The research demonstrated the level of teachers' technological, pedagogical, and collaborative skills of using web-based discussion tools in teaching organic chemistry. In addition, it highlights the challenges teachers face, such as limited digital infrastructure and the need for better training in integrating technology into their teaching methods. By identifying these issues, the study provides recommendations for enhancing teacher skills through professional development and improving educational practices of using web-based tools. The findings are particularly relevant for improving science education in developing countries, where technology can bridge learning gaps and create more interactive, collaborative learning environments.