Technology Integration and Professional Development as Predictors of Teaching Competencies Among Secondary School Food Science Teachers in Mezam Division, Cameroon

The quality of food science instruction increasingly depends on teachers’ capacity to integrate educational technologies and participate in meaningful professional development. This study examined the relationships between teachers’ technology integration in food science teaching, professional development, and teaching competencies among secondary school teachers in Mezam Division, Cameroon. The study adopted an explanatory sequential mixed-methods design, in which quantitative findings were followed by qualitative inquiry to provide contextual explanations and deeper interpretation of the statistical results. Quantitative data were obtained from 92 food science teachers, while qualitative evidence was elicited from four pedagogic inspectors (PI). Data were collected using a structured questionnaire and a semi-structured interview guide. The questionnaire demonstrated acceptable internal consistency (Cronbach’s α = .84). Quantitative data were analysed using descriptive statistics and simple linear regression, while qualitative data were subjected to thematic analysis and used to contextualise and triangulate the quantitative findings. Teachers reported generally positive technology integration (M = 3.29, SD = 0.660), particularly the use of digital tools such as videos and PowerPoint (M = 3.51, SD = 0.587). Technology integration was significantly associated with teaching competencies, R = .294, R² = .086, F(1, 90) = 9.457, p = .003, with a positive regression coefficient (B = .377, β = .294). Professional development also received a generally positive rating (M = 3.20), but its relationship with teaching competencies was weaker, R = .261, R² = .068, F(1, 90) = 6.420, p = .013, B = .301, β = .261. Qualitative findings indicated that technology use remained inconsistent because of limited ICT training and resource constraints, while professional development was considered too infrequent, generic, and poorly coordinated. The findings suggest that technology integration and sustained, context-specific professional development are significantly associated with teaching competencies, although their explanatory contributions are modest. The study recommends systematic digital-pedagogy training, improved ICT access, and continuous, practical, subject-specific professional development for food science teachers.

food science education, technology integration, professional development, teaching competencies

1. Andress, E. L., Harrison, J. A., & D’Souza, D. H. (2021). Innovative teaching strategies in food science education: A review. Journal of Food Science Education, 20(1), 18–25. https://doi.org/10.1111/1541-4329.12213 [Google Scholar] [Crossref]

2. Bhat, R., Fayaz, H., & Karim, A. A. (2022). Emerging trends and future directions in food science education. Food Quality and Safety, 6(3), fyac027. https://doi.org/10.1093/fqsafe/fyac027 [Google Scholar] [Crossref]

3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa [Google Scholar] [Crossref]

4. Desimone, L. M. (2009). Improving impact: Lessons from the first three years of the National Writing Project. Educational Researcher, 38(6), 314–324. [Google Scholar] [Crossref]

5. Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551 [Google Scholar] [Crossref]

6. Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3), 381–391. [Google Scholar] [Crossref]

7. Institute of Food Technologists. (2023). Teaching standards and accreditation guidelines for food science education. https://www.ift.org [Google Scholar] [Crossref]

8. Khalil, H., Khatri, K., & Kambhampati, S. (2021). Integrating interdisciplinary approaches in food science pedagogy. Journal of Interdisciplinary Studies in Education, 10(2), 22–36. https://doi.org/10.32674/jise.v10i2.3075 [Google Scholar] [Crossref]

9. McCarthy, M., Kilcawley, K., Buckley, D. J., & Kerry, J. P. (2019). Food science and technology education in Ireland: Developing multidisciplinary skills for a sustainable food future. International Journal of Food Science & Technology, 54(8), 2365–2375. https://doi.org/10.1111/ijfs.14139 [Google Scholar] [Crossref]

10. McCarthy, M., O’Reilly, S., Cotter, L., & de Boer, M. (2019). Food science students’ learning: Comparing traditional and problem-based approaches. Innovations in Education and Teaching International, 56(1), 37–46. https://doi.org/10.1080/14703297.2017.1389297 [Google Scholar] [Crossref]

11. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. [Google Scholar] [Crossref]

12. Niba, L. L., Njoya, L., Bifang, E., Zanga, G. B., & Monekosso, G. L. (2024). Developing and implementing a school health and nutrition model to prevent non-communicable diseases in Cameroon schools. BMC Public Health, 24(1), 945. https://doi.org/10.1186/s12889-024-18423-9 [Google Scholar] [Crossref]

13. OECD. (2019). Teachers and school leaders as lifelong learners: TALIS 2018 results (Volume II). OECD Publishing. https://doi.org/10.1787/19cf08df-en [Google Scholar] [Crossref]

14. Reicks, M., Trofholz, A., & Stang, J. (2022). Transforming food science education through competency-based learning. Journal of Food Science Education, 21(1), 45–53. https://doi.org/10.1111/1541-4329.12227 [Google Scholar] [Crossref]

15. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102/0013189X015002004 [Google Scholar] [Crossref]

16. Smith, J., & Walker, R. (2017). The impact of professional development on food science teachers' teaching competencies. Journal of Professional Development in Education, 13(4), 77–89. [Google Scholar] [Crossref]

17. UNESCO. (2020). Teaching and learning for sustainable development in Cameroon: A report on vocational education and training. United Nations Educational, Scientific and Cultural Organization. [Google Scholar] [Crossref]

18. UNESCO. (2022). Report on improving food science education through specialized training in secondary schools. United Nations Educational, Scientific and Cultural Organization. [Google Scholar] [Crossref]

• Comparative Effects of Oven and Microwave Drying on Nutrient Retention and Consumer Acceptability of Watermelon (Citrullus Lanatus)
• Bamboo Shoots (Bambusa Vulgaris) Bites: A Flavorful Twist On Siomai
• Relevance of Scanning Electron Microscope and Nuclear Magnetic Resonance Technique in Food Research: A Review
• Effect of Drying Conditions on Nutrient Content of Dried ‘Nsukka’ Yellow Pepper (Capsicum Annuum L)
• Analysis of Proximate and Phytomicrobial Properties of Fluted Pumpkin and white Leadwort Obtained from Some Botanical Gardens in Warri South Local Government