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Using a quasi-experimental design with 157 respondents across 10 third-grade classes in Heraklion, Crete, Likert-type questionnaires compare an experimental and control group. Findings indicate ICT integration in teaching is limited, yet students expect ICT to help them follow lessons and desire ICT activities across subjects, with more positive views after interventions in Religious Studies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-the-opportunities-and-obstacles-of-incorporating-technology-in-religious-education-for-primary-school-students/592055/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-the-opportunities-and-obstacles-of-incorporating-technology-in-religious-education-for-primary-school-students/592055.png","ImageObject",300,407,{"name":92,"@type":93},"Mabel","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding ICT in Religious Education?","Question",{"text":112,"@type":113},"To investigate Primary Education students’ views on using ICT in education generally and in the Religious Studies course in particular, including digital tools, instructional support, and knowledge acquisition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"The study used a quasi-experimental design with two groups (experimental and control) and 157 respondents from 10 third-grade primary school classes in Heraklion, Crete, completing two Likert-type questionnaires.",{"name":119,"@type":110,"acceptedAnswer":120},"What did students report about ICT use in primary teaching?",{"text":121,"@type":113},"Students indicated that ICT integration as a teaching means has not yet been implemented in primary school. 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Specifically, it investigates students' views on the use of digital tools, the use of Information and Communication Technologies for school lessons, the impact of the use of Information and Communication Technologies for Religious Education and their views on the teaching support of Information and Communication Technologies and the acquisition of knowledge in the Religious Studies course. To achieve these objectives, one hundred and fiftyseven respondents participated in the study, completing two Likert-type questionnaires. The sample which participated was comprised of ten classes attending the third grade of primary school in the prefecture of Heraklion, Crete. The present study was a quasi-experimental design with two groups, an experimental one and a control one. From these classes, we randomly assigned the control group (n = 72) and the experimental group (n = 85) . Quantitative data were subjected to descriptive statistical analysis. The study's findings revealed that the integration of ICT as a means of teaching has not yet been implemented based on the responses of students in primary school. Also, they answered that the use of ICT would help them to follow their lessons and that they would like all school subjects to have activities with ICT. These findings align with prior research, suggesting that learners generally have positive attitudes toward the use of ICT. Regarding their responses to the use of ICT in the Religious Studies, there was a more positive view of the experimental group compared to their responses before the teaching interventions.  \nKeywords: information and communication technologies, religious education, students views, primary school  \nINTRODUCTION  \nThe ever-increasing development of technology makes accessing and sharing knowledge more feasible and in a much faster way compared to older methods. The scope of Information and Communication Technologies (ICT) is dynamic and changing day by day with the creation of new technologies. Due to the increasing use of ICT in society, schools must rise to this challenge and integrate it dynamically into the school curriculum (Anderson, 2008; Gousiou & Grammenos, 2023; Pandolfini, 2016; Raptis & Rapti, 2007) .  \nCitation: Karakostantaki, E., Stayrianos, K., Zaranis, N., & Linardakis, M. (2025) . Exploring the opportunities and obstacles of incorporating technology in religious education for primary school students . Anatolian Journal of Education, 10(1), 1-18. [https://doi.org/10.29333/aje.2025.1011a](https://doi.org/10.29333/aje.2025.1011a)  \nTheir introduction and use of ICT in educational practice should not be viewed in the light of a simple technological modernization (Lorenz, Eickelmann & Gerick, 2015) . There are significant differences in the way ICT is designed and used in schools, differences that have implications for teachers' and students' attitudes toward ICT learning (Goodison, 2002; Maharaj-Sharma & Sharma, 2017; OECD, 2021) . Digital literacy should not be seen as a separate set of skills, but as integrated among other skills and knowledge. For the smoother integration and use of ICT in education, changes are requ","cbCaipFXTUsrXFYl","https://ap.wps.com/l/cbCaipFXTUsrXFYl","pdf",414943,18,"English","# Introduction\n## Research Purpose and Objectives\n## Context of ICT Integration in Schools","[{\"question\":\"What is the study’s main purpose regarding ICT in Religious Education?\",\"answer\":\"To investigate Primary Education students’ views on using ICT in education generally and in the Religious Studies course in particular, including digital tools, instructional support, and knowledge acquisition.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a quasi-experimental design with two groups (experimental and control) and 157 respondents from 10 third-grade primary school classes in Heraklion, Crete, completing two Likert-type questionnaires.\"},{\"question\":\"What did students report about ICT use in primary teaching?\",\"answer\":\"Students indicated that ICT integration as a teaching means has not yet been implemented in primary school. They also reported that ICT would help them follow lessons and they wanted ICT activities in all subjects.\"}]","Exploring the Opportunities and Obstacles of Incorporating Technology in Religious Education for Primary School Students | PDF",1792073765,45]