Evaluating the Role of ICT-Enhanced Classrooms in Improving Scientific Literacy: A Cross-National Comparison of Singapore and the USA

This study investigates the role of Information and Communication Technology (ICT) enhanced classrooms in improving scientific literacy among students, focusing on a crossnational comparison between Singapore and the USA. As global economies increasingly rely on a scientifically literate workforce, the educational systems of both countries have adapted by integrating innovative technologies into their classrooms. This research aims to assess how these ICT enhancements impact students' understanding and application of scientific concepts, as well as their overall scientific literacy.Using a mixed-methods approach, this study combines quantitative data from standardized assessments on scientific literacy with qualitative insights from interviews and surveys of educators, students, and educational leaders in both nations. Key performance indicators include student engagement, knowledge retention, and critical thinking skills. Additionally, the study examines the pedagogical practices employed in ICT-enhanced classrooms, exploring how technology-facilitated learning environments foster interactive and collaborative learning experiences.Findings reveal that Singapore's education system, with its comprehensive ICT integration strategies, shows significant improvements in students' scientific literacy, reflected in higher assessment scores and more robust student engagement during lessons. In contrast, while the USA has made strides in incorporating technology, inconsistencies in implementation across districts and varying levels of teacher training have led to a more disparate impact on scientific literacy outcomes. Educators in both countries highlight the importance of aligning curricular objectives with ICT tools to maximize their potential.The study concludes by providing recommendations for educational policymakers and practitioners aimed at enhancing the effectiveness of ICT in nurturing scientific literacy. Emphasizing the need for professional development, resource allocation, and stakeholder collaboration, this research contributes valuable insights into the ongoing discourse regarding the integration of technology in education.