Primary science teachers’ perceptions of digital tools: a qualitative study of challenges and pedagogical implications

Abstract

This qualitative study investigates primary school science teachers’ attitudes, experiences, and challenges in integrating digital tools into science instruction. Drawing on semi-structured interviews with 25 teachers from urban and rural schools in Meizhou City, Guangdong Province, China, thematic analysis explored how simulations, virtual labs, and multimedia platforms are employed, their perceived benefits, and systemic barriers to effective use. Findings indicate that digital tools support visualization of abstract concepts, supplement limited physical resources, and enhance student engagement through interactive experimentation. However, challenges such as misalignment with curriculum goals, insufficient technical support, and concerns about over-reliance on digital methods potentially diminishing hands-on learning were identified. Full-time and higher-grade teachers showed more consistent integration than part-time or lower-grade counterparts. The findings indicate a need to balance digital approaches with experiential learning, while reaffirming the continued importance of tactile, hands-on activities in science education. For educators and policymakers, the findings highlight priority areas for action, including professional development (PD) aligned with curricular goals, improved availability of digital resources across school contexts, and institutional mechanisms that guide teachers’ use of digital tools in practice.