ICT is an essential teaching tool that is constantly evolving. The evidence is clear: the dual dimension of motivation and creativity, methodological rigour, and empowerment. Morocco has carried out several initiatives aimed at developing plans to generalise and introduce them into its education system, for example in the teaching of physics and chemistry at secondary level through computer-assisted experimentation, recording and processing of measurements, simulation: exploration of Internet resources for research, projection devices, interactive whiteboards and general or specialised software (Aina and Akintunde in J Educ Pract 2222–1735, 2013). And despite the conviction of their effectiveness, research has shown that the use of ICTE, particularly in the teaching of physics and chemistry, remains limited. This study surveyed four inspectors and sixty-three physics and chemistry teachers in the Casablanca-Settat region to assess the use of ICT in these subjects. The analysis, based on Tricot's model (André in Utility, usability, acceptability: interpreting the relationships between three dimensions of HIA evaluation. Work and cognition laboratory CNRS et university de Toulouse, pp 2–12, 2003), which encompasses the three dimensions of usefulness, usability, and acceptability, revealed that ICT integration remains insufficient, despite recognition of its importance by most teachers and inspectors. The results also highlighted several obstacles to effective implementation, underscoring the need to improve training, infrastructure, and pedagogical support in order to promote the adoption of ICT in science education.