Teaching Physical Sciences and Digital Tools: Analysis of Pedagogical Practices in the Pikine-Guediawaye Academy

The teaching of physical sciences in the Pikine-Guédiawaye Academy faces pedagogical and structural challenges, but also opportunities offered by the progressive integration of digital tools. This study aims to analyze pedagogical practices related to the use of digital technology in order to assess their impact on the quality of teaching and learning. For our work, we have administered a questionnaire via a Google forms platform. The target is students and teachers of physical sciences at the Pikine-Guédiawaye Academy. Data collected from 38 teachers and 54 students shows a growing adoption of digital tools such as interactive simulations and experimental videos. These tools, although sometimes used occasionally, facilitate the understanding of abstract concepts. However, many obstacles limit the optimal use of digital technology, including a lack of teacher training, insufficient equipment (computers, video projectors, internet connection), and disparities in access between establishments. Some practices, such as the inverted classroom or online tutorials, are beginning to emerge but remain marginal.