New Perspectives in Science Education

The rapid expansion of Information and Communication Technologies (ICT) has generated new opportunities and challenges for science education, yet the extent and manner in which ICT is integrated into official curricula varies widely across countries. This study examines how ICT tools are incorporated into national science curricula, with the aim of identifying both the categories of tools emphasized and the educational processes they are intended to support. The analysis is based on a systematic review of 21 national and regional curricula that were freely accessible online, spanning diverse educational systems in Europe, North America, Asia, and Africa. Two typologies were applied to structure the analysis. The first classifies ICT tools into five categories: (1) content delivery tools, (2) interactive learning and exploration tools, (3) communication and collaboration platforms, (4) feedback, assessment, and support tools, and (5) specialized scientific and technological tools. The second typology maps these same categories onto the processes of science teaching, ranging from explanation and visualization to inquiry, collaboration, assessment, and hands-on experimentation. This dual framework enables a systematic comparison of how curricula conceptualize ICT, highlighting convergences, divergences, and possible gaps. Preliminary findings suggest that while most curricula recognize ICT as essential for fostering inquiry and visualization, fewer provide explicit guidance on assessment practices or the use of specialized scientific technologies. The study contributes to ongoing discussions on curriculum design and digital innovation in science education, offering insights that can inform teacher preparation, policy development, and international comparative research.

Keywords: Curricula, ICT, science teaching 

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