From Access to Integration
Rural Mathematics Teachers’ Experiences of Digitalisation in South Africa
Bibliographic Data
| ID | 22043005 |
|---|---|
| Authors | Mbazima Amos Ngoveni (0000-0003-1087-5997, University of South Africa), Terungwa James Age (0000-0001-7444-2213, University of South Africa, corresponding author) |
| Year | 2026 |
| Volume | 16 |
| Issue | 5 |
| Pages | 682 |
| Publication date | 2026-04-24 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci16050682 |
| OpenAlex | W7155487959 |
| Language | EN |
| References cited | 20 |
Digitalisation continues to shape debates in mathematics education, yet its classroom enactment remains uneven, particularly in rural and under-resourced school contexts. This study examined how mathematics teachers perceive and experience digitalisation, focusing on digital competence, barriers to integration, and readiness to adopt technology. Guided by the Technological Pedagogical Content Knowledge (TPACK) framework, the study employed a qualitative design based on interviews with practising teachers. The findings show that digitalisation was constrained by limited awareness of mathematics-specific digital tools, uneven confidence and competence in their use, and structural barriers such as inadequate infrastructure, poor connectivity, and restricted access to devices. Although some teachers recognised the value of digital tools and expressed willingness to use them, this did not consistently translate into meaningful classroom practice. The study argues that digitalisation in mathematics education extends beyond the availability of technology and requires teacher competence, pedagogical readiness, institutional support, and equitable resourcing. Overall, the findings show that digitalisation in the participating rural schools remains emergent, uneven, and shaped by both teacher-related and structural conditions
Qualitative research · Technological literacy · Technology integration · Educational Theory and Curriculum Studies · Mathematics Education and Teaching Techniques · Science Education and Pedagogy
Research Methods in Education
Technological Pedagogical Content Knowledge
Willing but Underserved
Developing a Novel Model for ICT Integration in South African Education
Those Who Understand
Using thematic analysis in psychology
Naturalistic inquiry
Use of information and communication technologies in mathematics education lecturers
| Citation velocity | historical |
|---|---|
| Highly cited | No |