The integration of Information and Communication Technology (ICT) in science education is considered a key driver for improving teaching–learning outcomes; however, its effective implementation remains a challenge in Aspirational Districts of India. The present study examines the challenges faced by both teachers and students in integrating ICT into science teaching–learning at the secondary school stage in selected Aspirational Districts of North India. Adopting a descriptive survey method, the study covered government Schools at secondary stage, science-trained graduate teachers, and Class IX students from two randomly selected (Lottery method) districts—Haridwar (Uttarakhand) and Moga (Punjab). Data was collected using semi-structured interview schedule and Focus Group Discussion and supported by qualitative responses from teachers. The findings reveal significant gaps in ICT-related capacity building, including inadequate training opportunities, limited exposure to multimedia content development, poor internet connectivity, and insufficient ICT infrastructure in classrooms. Teachers highlighted difficulties in adapting traditional science content to digital formats, while students reported challenges related to language barriers, lack of personal digital devices, limited access to functional computer labs, and non-contextualized multimedia resources. The study underscores the need for localized, multilingual ICT-based science resources, systematic training programmes at the district level, improved infrastructure, and offline digital solutions. Strengthening these areas is crucial for ensuring equitable, meaningful, and sustainable ICT-integrated science education in Aspirational Districts.
Kumar et al. (Mon,) studied this question.
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