Abstract
This paper investigates the diverse pedagogical practices employed by Grade 10 Life Sciences teachers in integrating Information and Communication Technology (ICT) tools into their teaching methodologies. With the increasing integration of technology in education, understanding how teachers utilize ICT tools in the context of Life Sciences education becomes imperative. Drawing upon qualitative research methods, including interviews, observations, and document analysis, this study explores the strategies, challenges, and outcomes associated with the incorporation of ICT tools in teaching and learning processes. The findings shed light on the multifaceted approaches adopted by teachers, ranging from interactive multimedia presentations to virtual simulations and collaborative online platforms. Furthermore, the study illuminates the barriers faced by educators, such as technological constraints and pedagogical adaptation, while also highlighting the transformative potentials of ICT integration in enhancing student engagement, understanding, and critical thinking skills within the Life Sciences curriculum. Ultimately, this research contributes to the ongoing discourse on effective pedagogical practices in technology-enhanced learning environments, offering insights for educators, policymakers, and curriculum developers seeking to optimize ICT integration in science education at the secondary level.