The effect of learner engagement on teachers’ delivery of the curriculum in Limpopo province, South Africa
Bibliographic Data
| ID | 22167478 |
|---|---|
| Authors | M D Sepadi (University of Limpopo), P R Molatudi (University of Limpopo) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-06-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1830113 |
| OpenAlex | W7164884406 |
| Language | EN |
| References cited | 24 |
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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Intrinsic Motivation and Self-Determination in Human Behavior
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Foundations of Qualitative Research
The Power of Feedback
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Framing student engagement in higher education
| Highly cited | No |
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