Exploring the Awareness and Challenges Faced by Basic Stage Teachers in Integrating Nanotechnology into Education
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Abstract
This study examined the level of knowledge basic stage teachers possess regarding the use of nanotechnology in education and the challenges they face in integrating it into classroom practices. A descriptive design was employed, and data were collected from a reliable online questionnaire administered to a simple random sample of 100 teachers in basic stage schools in Amman, Jordan. The study focused on two main questions: (1) the extent of teachers’ awareness of nanotechnology tools, and (2) the challenges encountered in their application.
The findings showed that teachers in private schools demonstrated relatively higher awareness of nanotechnology tools compared to those in public schools and expressed greater willingness to incorporate these tools into their teaching practices. However, several obstacles were identified, including limited resources, lack of hands-on training, and practical constraints within classrooms, which were the main barriers to effective integration of nanotechnology.
Based on the results, the study recommends organizing targeted workshops and training programs to equip teachers with practical skills for using nanotechnology tools in classroom settings. Furthermore, allocating sufficient resources is essential to address the identified challenges and support the effective integration of nanotechnology in basic stage education.
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