Integrating Digital Tools into Science Learning: A Mixed Methods Study of Preservice Teachers’ Perceptions in South Africa

Preservice teachers (PSTs) play a crucial role in integrating digital tools (DT) into education, as their knowledge and use of DT directly influence science learning. This study explored PSTs’ perceptions of the use, effectiveness, and challenges of digital tools in science learning. An explanatory sequential mixed methods design was employed, involving a survey and semi-structured interviews. Data were analysed using frequency, percentages, mean, and standard deviation. Findings revealed that although PSTs moderately use digital tools for science learning (56.2%), greater effort is needed to enhance their integration. Presentation tools and online learning platforms were commonly used, while educational videos and virtual labs/interactive simulation labs were less utilised. Specifically, Blackboard, PowerPoint, YouTube, and Microsoft Teams were the most frequently used, whereas TED-Ed, EdX, augmented reality, and virtual reality were among the least used. The PSTs expressed positive perceptions of digital tools in enhancing understanding of scientific concepts, critical thinking, problem-solving, collaboration, real-time feedback, personalised learning, and engagement. However, significant challenges were identified, including limited resources, poor internet connectivity, pedagogical constraints, and insufficient institutional support. These findings highlight the urgent need to strengthen digital literacy skills within teacher education programmes and promote the strategic integration of digital tools across higher education institutions. Received: 21 March 2026 / Accepted: 18 October 2026 / Published: November 2026