Exploring teacher perceptions of instructional tools relative to the use of scientific animations to enhance agriscience learning: a context of secondary schools in Kenya

Purpose Educational technologies are widely gaining attention because of their potential to enhance learning outcomes. This study explored Kenyan agriscience teachers' perceptions of video animations and the challenges surrounding them.Design/Methodologies/Approach The study employed a basic qualitative approach, using focus group interviews to gain insights into the perceptions of eight agriscience teachers who used scientific animations as an instructional tool in rural secondary schools in Kenya.Findings Lecture-based instruction predominated despite teachers' positive attitudes toward technology integration. Animated videos improved student engagement, motivation, and creativity. However, educators reported external barriers (rigid curricula, limited resources, and administrative constraints) and internal barriers (limited technological proficiency among teachers and students).Theoretical implications This study extends existing knowledge on technology integration in discipline-specific contexts by illustrating how teacher perceptions, motivational factors, and contextual conditions interact to influence the adoption of instructional technologies in agriscience education. These insights contribute to broader conversations on technology adoption, teacher agency, and integration in secondary agriscience education.Practical implications The findings indicate that reliance on traditional, lecture-based instruction and limited technology integration constrains experiential learning and skill development in agriscience education. These insights contribute to broader discussions on integrating emerging instructional technologies in resource-constrained contexts and inform improvements in technology-supported pedagogical practices in secondary agriscience education globally.Originality/Value This study contributes to the limited body of empirical research examining agriscience teachers' perceptions, motivation, and adoption of emerging instructional technologies. By situating teachers' experiences within a technology adoption framework, the study advances understanding of how contextual and motivational factors shape instructional innovation in secondary agricultural education.