Understanding the Cognitive and Affective Factors Influencing Basic Science and Technology Teachers’ Use of ICT Tools: A Psychological Perspective

The integration of Information and Communication Technology (ICT) in education has become pivotal in enhancing teaching effectiveness, particularly in the fields of Basic Science and Technology. This narrative review explores the cognitive and affective factors that influence Basic Science and Technology teachers’ use of ICT tools from a psychological perspective. Drawing on cognitive load theory, self-efficacy, and affective constructs such as motivation, attitude, and anxiety, the research examines how these psychological variables affect the adoption and utilization of ICT in classroom settings. A mixed-method approach was employed, involving surveys and semi-structured interviews with a sample of Basic Science and Technology teachers across various secondary schools. The findings reveal that teachers’ beliefs about their capabilities (self-efficacy), perceived usefulness of ICT, and intrinsic motivation significantly enhance ICT usage. Conversely, negative emotions such as anxiety and resistance to change serve as barriers. Furthermore, limited training and institutional support exacerbate cognitive overload, hindering effective integration. The review underscores the importance of targeted professional development programs that address both the technical and psychological needs of teachers. By understanding these cognitive and affective influences, educational stakeholders can better support teachers in integrating ICT tools meaningfully into science and technology instruction. The findings contribute to the broader discourse on teacher psychology and technology-enhanced learning.