The effect of learner engagement on teachers’ delivery of the curriculum in Limpopo province, South Africa

Datos Bibliográficos

ID22167478
AutoresM D Sepadi (University of Limpopo), P R Molatudi (University of Limpopo)
Año2026
Volumen11
Fecha de publicación2026-06-16
Open AccessSí
TipoARTICLE
RevistaFrontiers in Education (JOURNAL)
Identificadores de la revistaISSN: 2504-284X • E-ISSN: 2504-284X
EditorialFrontiers Media SA (PUBLISHER • CH)
DOI10.3389/feduc.2026.1830113
OpenAlexW7164884406
IdiomaEN
Referencias citadas24

This study investigated the impact of learner engagement on teachers’ curriculum delivery in a rural secondary school in Limpopo Province, South Africa. A qualitative case study design was employed, guided by self-determination theory and social constructivism. Data were collected through semi-structured interviews with five teachers and open-ended questionnaires administered to ten learners. The findings revealed that learner engagement positively shaped teachers’ instructional strategies, promoting interactive teaching, collaborative learning, and the integration of technology. However, challenges such as large class sizes, limited resources, and time constraints constrained effective implementation. The study concludes that enhancing learner engagement requires systemic support, including teacher professional development and resource provision. Practically, the findings recommend the structured integration of learner-centred pedagogies and technology-supported teaching to improve curriculum delivery in resource-constrained rural schools

Curriculum · Curriculum development · Qualitative property · Qualitative research · Student engagement · E-Learning and COVID-19 · Educational Theory and Curriculum Studies · Teacher Education and Leadership Studies

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