Author: Dr. Rajdeep Khan
Abstract: The integration of Information and Communication Technology (ICT) in science education has become increasingly important in India, especially in the context of the National Education Policy (NEP) 2020, which emphasizes experiential learning, digital tools, and inquirybased pedagogy. ICT offers opportunities to make science learning more interactive, engaging, and accessible. Tools such as virtual laboratories, simulations, multimedia resources, and online platforms allow students to explore scientific concepts beyond textbooks, encouraging curiosity and critical thinking. Secondary data from policy documents, curriculum frameworks, and research studies highlight that ICT can bridge gaps in traditional teaching methods, promote collaborative learning, and prepare students for a knowledgedriven society. At the same time, challenges remain in the effective integration of ICT in Indian schools. Rural–urban disparities in infrastructure, limited access to digital devices, poor internet connectivity, and inadequate teacher training restrict the full potential of ICT-based science education. Many teachers are not sufficiently trained to use ICT tools effectively, and exam-oriented practices often overshadow inquiry-driven approaches. Furthermore, socio-economic inequalities mean that students from disadvantaged backgrounds may not benefit equally from ICT initiatives. Despite these challenges, opportunities are expanding through government programs such as Atal Tinkering Labs, digital learning platforms, and ICT-enabled classrooms. These initiatives demonstrate how technology can foster scientific temper, creativity, and problem-solving skills among students. The study, based on a qualitative approach using secondary data, concludes that ICT integration in science education is both promising and necessary. However, success depends on addressing infrastructural gaps, empowering teachers, and ensuring equitable access. By doing so, Indian schools can transform science education into a more engaging, inquiry-based, and future-ready experience for all learners.
Keywords: ICT in Education, Science Education, Inquiry-Based Learning, NEP 2020, Digital Divide, Teacher Training.
Page No:233-239