Organic chemistry represents a significant challenge for university students, due to the intricate structures and reaction mechanisms that characterize this field of study. This study examines the beliefs and practices of Tunisian organic chemistry teachers regarding the integration of technology in their teaching, with a particular focus on its potential benefits, challenges, and required skills. A qualitative method approach was employed to collect data from 10 university teachers using a questionnaire. The findings demonstrate that educators are highly supportive of the capacity of technology to facilitate enhanced visualization, collaboration, and accessibility. Nevertheless, obstacles such as restricted resources, inadequate training, and the intricate nature of the subject matter impede the effective integration of technology. The study highlights the necessity for bespoke professional development and equitable access to resources in order to equip educators with the skills required to utilize technology in the context of organic chemistry education.