DOI: 10.17478/jegys.1841974 ISSN: 2149-360X

Psychological readiness and assistive technology integration in inclusive chemistry education: Insights from CBAM and SAMR frameworks

Dwi Zahra Nabila, Jamil Suprihatiningrum
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This study aims to examine the level of psychological readiness among pre-service chemistry teachers for inclusive instruction and to explore the correspondence between readiness-related patterns and self-reported technology use. A descriptive, cross-sectional survey design was employed, with the Concerns-Based Adoption Model (CBAM) and the SAMR framework used as interpretative lenses rather than formal measurement models. The participants were 152 pre-service chemistry teachers enrolled in undergraduate chemistry education programs at five public and private universities in Indonesia. Data were collected using an online questionnaire consisting of 20 Likert-scale items assessing technology integration practices and 10 true–false items measuring understanding of disability and inclusive education. Quantitative data were analyzed descriptively using frequencies, percentages, and mean scores, while response patterns were interpreted conceptually through CBAM readiness dimensions and SAMR technology integration levels. The questionnaire was distributed online over a four-week period following informed consent, with participation coordinated through academic departments and course instructors. The findings indicate that participants demonstrated emerging but incomplete psychological readiness for inclusive chemistry teaching. While most recognized the importance of learner diversity, confidence in diagnostic assessment, anticipatory adaptation, and reflective decision-making remained limited. Technology integration was predominantly functional and presentation-oriented, corresponding to the enhancement level of the SAMR model. Only a small proportion of participants reported adaptive or accessibility-focused uses of technology. In addition, true–false responses revealed uneven conceptual understanding of disability and inclusion, with approximately one-quarter of participants demonstrating strong knowledge. The study suggests that chemistry teacher education programs should strengthen reflective practice, emotional preparedness, and structured exposure to assistive and accessibility-oriented technologies to support more inclusive and transformative STEM teaching.

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