Paper Title
INTEGRATING DIGITAL PEDAGOGY IN SECONDARY SCIENCE EDUCATION: A COMPREHENSIVE ANALYSIS

Abstract
In this article, we report on a detailed examination of digital pedagogies in secondary school science education. Grounded on constructivist and sociocultural explanations about learning and shaped by TPACK, SAMR, UDL, and Cognitive Load Theory, the paper integrates results (published studies between 2002 and 2025) examining the impact of digital tools and strategies on science performance, inquiry skills, scientific argumentation, metacognition, and learner motivation. We analyse policy contexts including India’s NEP 2020 and NCF (2023), and global standards such as NGSS, and competency-based education (CBE) imperatives. The examination uncovers that there are enabling conditions (infrastructure, teacher professional development, assessment alignment, and school leadership), high-leverage digital practices (simulations, data-loggers, AR/VR, remote lab, coding, collaborative platforms) and equity considerations (access, language, inclusion, gender). We present a six-pillar integration framework—Curriculum Alignment, Pedagogical Orchestration, Assessment for Learning, Professional Learning, Technology Ecosystem, and Equity & Safeguarding—along with an implementation roadmap, classroom case studies for science and rubrics for monitoring. Recommendations for school systems and teacher education programs are provided as well as suggestions for future research where gaps can be found in longitudinal evidence, scalable teacher development, and responsible AI use. Keywords - Digital Pedagogy, Secondary Science, TPACK, SAMR, UDL, Cognitive Load, Simulations, AR/VR, Remote Labs, Data Loggers, Inquiry, Assessment, Competency Based Education, NEP 2020, NCF 2023; AI in Education