Teachers' knowledge, attitudes, and practices of digital skills in science, technology, engineering, and mathematics in Lagos State secondary schools

The study investigated STEM teachers' knowledge, attitudes, and practices vis-à-vis digital skills in Lagos State secondary schools. Also, the influence of the STEM teachers’ gender was determined. The research method used in the study was a descriptive correlational survey. The design was appropriate for determining the relationship between the research variables. The respondents for the study consisted of two hundred and eighty-two (282) STEM teachers. The study was guided by four objectives. A structured questionnaire was used to collect data. The reliability coefficient of the instrument yields 0.89 using Cronbach's alpha. The statistical tools used for data analysis were an independent samples t-test, multiple regression analysis, and Pearson's moment correlation. The study found that there was a weighty influence of gender on STEM teachers’ attitudes and knowledge; however, gender did not have a significant influence on digital skills among STEM teachers. Significant relationship exists within practice, attitude, and knowledge regarding digital skills. Attitude and knowledge were substantial predictors of digital skills. Consequently, the study recommended that digital skills training be provided to improve STEM teachers’ digital skills. To better predict STEM teachers’ knowledge and attitudes towards digital skills. To succeed in school and future workplaces, STEM students need to learn how to be digital citizens, conduct research, and become information-fluent. Utilizing effective instructional methods helps prepare students for the digital environment they currently navigate and will encounter in the future.