The integration of Information and Communication Technologies (ICT) in education has the potential to significantly enhance teaching and learning. While existing studies offer numerous recommendations for using ICT in education, they often lack a clear description of the didactic purposes and the specific 21st century skills that can be developed through these technologies. Moreover, many studies focus on the phenomenological aspects without addressing the psychological and physiological justification for the proposed methods. This study aims to address these gaps by conducting a comprehensive bibliographic analysis to determine the didactic goals of using ICT in physics lessons, to compare these goals with the 21st century skills that can be developed through specific ICT tools. Our objective is to provide a clearer understanding of how ICT can be effectively employed to foster both subject mastery and essential modern skills. A systematic search was conducted across multiple academic databases, including Google Scholar, Web of Science, and Scopus, focusing on publications from the last 5 years. We identified 23 relevant studies and analyzed them using qualitative content analysis techniques. Our findings indicate that ICT in physics education serves multiple didactic purposes, which align closely with the development of 21st-century skills. Despite these benefits, the analysis also highlighted a need for more research on the psychological and physiological impacts of ICT use in education. The study concludes with recommendations for clearly defining the didactic purposes of ICT tools and considering their broader implications on student development.

Authors:
Aigerim Abdulayeva, I. Zhansugurov Zhetysu University, Kazakhstan
Nazym Zhanatbekova, I. Zhansugurov Zhetysu University, Kazakhstan

About the Presenter(s)
Aigerim Abdulayeva is lecturer at I. Zhansugurov Zhetysu University, Kazakhstan.

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