Exploring the Ethics of Technology in Secondary Education: Trust, Digital Literacy, and ICT Self-Efficacy at Islamic Secondary School Teachers Kot Addu South Pakistan

Abstract

This study examines technology ethics in secondary schools in Kot Addu District, South Punjab, Pakistan, focusing on digital tool use self-efficacy and teacher trust in educational technologies. The rapid adoption of technology raises ethical concerns about student data privacy, learning equality, and teacher perceptions of digital tools. Using SPSS 22, this quantitative study analyzes responses from 450 teachers selected based on study criteria. A multiple linear regression method was used to evaluate the impact of digital tools on student learning. The results indicate that VR and AR technologies did not significantly influence digital literacy in Islamic secondary schools, as their significance values (0.067 > 0.05) exceeded the threshold. However, digital tools significantly impacted student learning with a significance value of 0.000 < 0.05. The findings highlight the critical role of digital tools in education while revealing ethical challenges related to privacy, equity, and access. This study contributes to understanding teachers' ICT self-efficacy, trust in technology, and the ethical implications of digital learning. The insights from this research provide valuable recommendations for improving education policies, ensuring responsible technology use, and enhancing teacher training programs in rural Pakistani schools.