Facilitators of the Application of Educational Technology in Secondary School Geography Lessons in Iraq

Abstract

Purpose: The study aimed to identify the main facilitators that support the effective application of educational technology in secondary school geography education in Iraq. Methodology: A mixed-methods design was used. In the qualitative phase, inductive content analysis was performed based on semi-structured interviews with 21 participants, resulting in 43 extracted conceptual codes. In the quantitative phase, the population consisted of 3045 teachers and department heads, and 384 individuals were selected through quota sampling. A 43-item questionnaire developed from qualitative findings was used. Content and face validity were confirmed, and reliability was supported by a Cronbach’s alpha of 0.91. Quantitative data were analyzed using confirmatory factor analysis. Findings: Confirmatory factor analysis demonstrated that three major domains—educational climate changes, social changes, and technological changes—serve as significant facilitators of technology integration. All subcomponents showed significant factor loadings, and the overall model exhibited strong goodness of fit. Key contributors included enhanced learning environments, modern learning approaches, shifts in public educational perspectives, rising social expectations, strengthened technological infrastructure, and expanded institutional support. Conclusion: Effective integration of educational technology in geography education depends on simultaneous reinforcement of pedagogical, social, and technological dimensions. Strengthening infrastructure, modernizing learning approaches, and responding to evolving societal demands are essential for institutionalizing technology use within the educational system.