Integrating Digital Tools for Teaching Abstract Biological Concept: A Case Study of ENS Yaounde

The teaching of abstract scientific concepts such as the gene concept in biology remains highly challenging for teacher educators and preservice teachers. This study examines how integrating digital tools—Learning Management Systems (Moodle, Google Classroom), virtual simulations, and video-based feedback—affects the understanding, teaching, and evaluation of these abstract concepts at the Higher Teacher Training College (ENS) of Yaoundé. Anchored in Technological Pedagogical Content Knowledge (TPACK) and constructivist frameworks, a cross-sectional design using a validated Likert-scale questionnaire was administered to 88 biology student-teachers. Reliability coefficients (Cronbach’s α) for subscales ranged from 0.72 to 0.87, confirming internal consistency. Structural Equation Modelling (SEM) revealed that perceived usefulness and digital competence were the strongest predictors of the frequency of digital tool use, which in turn significantly influenced perceived success. The findings underscore the importance of fostering digital competence and demonstrating usefulness to enhance meaningful technology integration in teacher training. Descriptive and correlational analyses revealed a striking utility-practice gap (2.03 points) between the high perceived usefulness of virtual simulations (Mean = 4.06) and their low frequency of use (Mean = 2.03). Similarly, a competence-application gap (0.86 points) emerged between general digital confidence (Mean = 3.35) and pedagogical integration ability (Mean = 2.49). Major obstacles include inadequate Internet access (Mean = 4.43) and insufficient institutional infrastructure (Mean = 4.07). While preservice teachers show strong motivation and willingness for further training, effective digital integration remains constrained by systemic and curricular gaps. The study recommends targeted technopedagogical training and infrastructural investment to bridge the perception-practice divide in science teacher education.