Lost in translation
Teachers’ experiences of implementing the coding and robotics curriculum in South African primary schools
Bibliographic Data
| ID | 22423842 |
|---|---|
| Authors | Pranitha Chunder (0009-0007-9330-2970, Primary Health Care), Zanele Heavy-Girl Dube-Xaba (0000-0002-5462-4578, University of KwaZulu-Natal), Reginald Gerald Govender (0000-0002-3143-4050, University of KwaZulu-Natal, corresponding author) |
| Year | 2026 |
| Pages | 1-17 |
| Publication date | 2026-07-16 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | African Identities (JOURNAL) |
| Journal identifiers | ISSN: 1472-5843 • E-ISSN: 1472-5851 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/14725843.2026.2701945 |
| OpenAlex | W7168787537 |
| Language | EN |
| References cited | 29 |
This study investigates South African primary school teachers’ experiences with implementing and diffusing the Coding and Robotics (C&R) curriculum. Guided by the question, What are teachers’ current experiences of implementing C&R in primary schools?, the research employed qualitative methods, including collages and focus group discussions with 10 teachers currently teaching C&R. Findings reveal that teachers feel overwhelmed by the curriculum’s demands, citing training as inaccessible, overly technical, and lacking practical classroom strategies. Acceptance of C&R was influenced by resource availability, curriculum alignment with broader educational goals, and teacher preparedness. Structural challenges, such as overcrowded classrooms, further constrained collaborative learning opportunities. Teachers’ perceptions of usefulness and ease of use, strongly shaped their willingness to engage with C&R. The study concludes that without differentiated implementation strategies, equitable resource allocation, and context-sensitive support, the rollout risks deeps existing inequalities. To promote effective and sustainable adoption, recommendations include hands-on professional development, peer coaching, and phased curriculum introduction to build teacher confidence and advance inclusive, future-oriented learning in primary schools.
Coding (social sciences) · Curriculum · Educational robotics · Focus group · National curriculum · Perception · Qualitative research · Robotics · Innovative Education and Learning Practices · Science Education and Pedagogy · Teaching and Learning Programming
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| Citation velocity | historical |
|---|---|
| Highly cited | No |