Intégration du numérique éducatif et développement professionnel des instituteurs au Cameroun : étude menée dans les écoles primaires publiques d’application de la ville de Ngoumou

Abstract

This thesis focuses on the impact of integrating educational technology on the professional development of primary school teachers. In light of the growing presence o f digital tools in education, it is essential to understand how resources such as mobile phones, WhatsApp, and MOOCs (FUN MOOC) influence teaching practices. The main objective of this study is to identify the relationship between the use of these digital tools and the enhancement of teachers' professional competencies. A quantitative methodology was adopted. A questionnaire was administered to 22 teachers, covering four areas: use of mobile phones, WhatsApp, MOOCs, and perceived effects on professional competencies. The results reveal a significant integration of WhatsApp into professional practice, a functional but limited use of mobile phones for pedagogical purposes, and growing interest in MOOCs as a tool for continuing education. The data also show that digital tools generally contribute to improving professional skills, particularly in terms of collaboration, planning, and classroom management. This study highlights the central role of digital technology as a lever for professionalization, while emphasizing the need for appropriate support and training to maximize its impact.