Role of Gender in Teachers’ Preparedness to Integrate Digital Technology in Chemistry Instruction in Nigeria

The use of digital technology in teaching has gained more attention globally because of the overwhelming advantage and breakthroughs in the teaching and learning enterprise credited to it. However, the success of any teaching and learning centers on the teacher’s ability and preparedness. This study sought to find out empirically how gender influences teachers’ readiness to use digital tools in chemistry classes in Nigeria. One research question and one hypothesis guided the study. A quantitative research design was adopted for the study. A sample of 410 in-service secondary school chemistry teachers was used for the study. The instrument used was a self-administered questionnaire. The results of the study revealed that gender has no significant influence on teachers’ preparedness in integrating digital technology in chemistry instruction, and there was no significant difference between male and female teachers’ preparedness in integrating digital technology in chemistry instruction. The author recommends that teacher training programs should ensure equal opportunities for all teachers to develop their digital skills. © 2024 American Chemical Society and Division of Chemical Education, Inc.