Overview

The profound changes currently taking place on the international education scene, driven by globalization and the rise of digital technologies, are prompting education systems to rethink their pedagogical practices in order to fully embrace the information and knowledge society. The results reveal that, despite a very positive perception among teachers of the pedagogical usefulness of ICTE, its actual integration into teaching practices remains limited, and is often reduced to occasional use of the video projector. This situation can be explained by a number of major constraints, including insufficient specialized training for teachers, a lack of adequate infrastructure and equipment, the absence of digital teaching resources adapted to SVT, program overload, and a lack of support and technical maintenance.Thus, any strategy aimed at generalizing teaching practices integrating ICTE in SVT must imperatively take these obstacles into account, in order to ensure effective, sustainable and contextualized integration of digital technologies in teaching.

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