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

Waninga Willy, Olinga John Paul, Ajuko Anna Grace and Opusi Michae
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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

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 7, 1810-1819

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.

Date: 2024
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