Digital simulations as a pedagogical tool: How ready are Fiji year‐11 science teachers?

Background: Digital simulations are emerging technologies in science education that allow students to visualise abstract concepts and enable science teachers to conduct laboratory work/experiments online. Objective: To determine teacher readiness, the study focused on their cognitive skills and knowledge and perceptions of the use of digital simulations as a pedagogical tool incorporating an intervention in its research design. Methods: The theoretical framework of this study combines the modified Technology Acceptance Model with the Cognitive Theory of Multimedia Learning. Snowball sampling was used to recruit 10 chemistry teachers from secondary schools and a mixed methods sequential explanatory research design was adopted. The data was collected through survey, interview, pre‐test and post‐test results before and after the intervention (training). Results: Science teachers perceive digital simulations as valuable and easy to use and are ready to use them in future lessons. An increase in cognitive knowledge and skills coupled with a positive mindset was noted after the training. The teachers indicated the need for training and support at all levels to successfully integrate digital simulations in their classrooms. Additionally, parents' engagement to enhance their awareness of such initiatives was deemed crucial for their support. Conclusions: The study calls for a rethinking and a revision of science curriculum, policies and enhancement of infrastructure/general resources to support technology‐enabled learning, teaching and assessment practices in science classrooms; a continuous professional development program for teachers to keep up with the changing needs of 21st‐century education is imperative. Lay Description: What is already known about this topic: System quality (user friendliness) influence teachers' readiness to use digital simlations.Facilitating conditions also impact teachers' readiness to use digital simulations. What this paper adds: Training boosts teachers' awareness and cognitive knowledge of digital simulation.Training improves perceived self‐efficacy towards its use as a learning and teaching tool.Role of administrators such as school and ministry is crticial for digital simulations use in education.Equally important is parents' engagement to enhance awareness on education initiatives. Implications for practice and/or policy: Support to teachers from school administration and ministry of education is crucial.Support at various levels is required to ensure a continous training plan.Access to resources, supportive curriculum for 21st century abilities must be in place. [ABSTRACT FROM AUTHOR]