Speaker
Description
Asagha, E. N.
Federal College of Education Obudu, Cross River State, Nigeria
aenkoro38@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The integration of digital technologies into science education has transformed the teaching and learning of atmospheric physics across educational institutions worldwide. Atmospheric physics, which deals with the physical processes governing weather, climate, radiation and atmospheric dynamics, often presents abstract concepts that are difficult for learners to visualize using conventional teaching approaches. Consequently, digital tools such as simulations, virtual laboratories, Geographic Information Systems (GIS), remote sensing applications, mobile learning platforms, and artificial intelligence-based educational technologies have emerged as valuable instructional resources. This study comparatively examines the deployment of digital tools in atmospheric physics instruction in selected secondary schools and tertiary institutions. Using a mixed-method research design, data were collected from 240 students and 40 physics teachers through questionnaires, classroom observations, and achievement tests. Findings indicate that institutions utilizing advanced digital instructional tools recorded significantly higher student engagement, conceptual understanding, and academic performance than those relying predominantly on traditional teaching methods. The study further reveals disparities in access, teacher competence, infrastructure, and institutional support between urban and rural schools. Recommendations include increased investment in educational technology infrastructure, teacher training programmes, and the development of locally relevant atmospheric physics digital content.