Barriers to Implementing e-Argumentation Software in Science Education: A Qualitative Study of Teacher Experiences in Türkiye

Abstract This study aims to qualitatively explore the barriers encountered by science teachers in Türkiye during the process of integrating a specifically developed e-Argumentation software into their lessons. The challenges were analyzed using Ertmer’s (1999) model of primary (external) and secondary (internal) barriers, alongside Tsai and Chai’s (2012) framework of third-order barriers, within a qualitative case study design. Data were collected through semi-structured interviews with 12 scien