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Contextualising ICT Integration in Rural Science Classrooms: A Case Study on the Influence of Digital Tools on Physical Sciences Teaching and Learning in South African Schools

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Title: Contextualising ICT Integration in Rural Science Classrooms: A Case Study on the Influence of Digital Tools on Physical Sciences Teaching and Learning in South African Schools
Language: English
Authors: Siphelele Qashani (ORCID 0009-0000-8281-868X), Sakyiwaa Boateng (ORCID 0000-0002-1604-5487)
Source: Journal of Education and e-Learning Research. 2026 13(1):27-37.
Availability: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Foreign Countries, Educational Technology, Technology Integration, Science Education, Physical Sciences, Pedagogical Content Knowledge, Technological Literacy, Rural Schools, High School Teachers, High School Students, Technology Uses in Education, Barriers, Access to Computers
Geographic Terms: South Africa
ISSN: 2518-0169
2410-9991
Abstract: This study aims to explore the contextualisation of Information and Communication Technology (ICT) in the teaching and learning of physical sciences in rural high schools in the O.R. Tambo Region of South Africa. Grounded within the Technological Pedagogical Content Knowledge (TPACK) framework, it provides a structured lens for understanding how teachers navigate the intersection of technology, pedagogy, and subject knowledge in resource-constrained environments. A qualitative case study approach was adopted for this study. Interviews and classroom observations were conducted with ten teachers and ten learners from five rural high schools. The collected data were analysed using thematic analysis. Findings indicate that learners and teachers are the primary users of ICT tools in classrooms, with teachers and learners reporting limited use of ICT in teaching and learning of physical sciences. Moreover, the teachers demonstrated limited proficiency in utilising new application tools and platforms. However, challenges such as limited infrastructure, inadequate training, and inconsistent internet connectivity hinder effective ICT integration. This study highlights the necessity for enhanced ICT training programmes for teachers and learners, improved infrastructure, and policy support to maximise the benefits of ICT in physical sciences education. The findings provide valuable insights for teachers, policymakers, and stakeholders aiming to enhance digital science teaching and learning in South African rural high schools.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507455
Database: ERIC
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  Data: Contextualising ICT Integration in Rural Science Classrooms: A Case Study on the Influence of Digital Tools on Physical Sciences Teaching and Learning in South African Schools
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  Data: <searchLink fieldCode="AR" term="%22Siphelele+Qashani%22">Siphelele Qashani</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-8281-868X">0009-0000-8281-868X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sakyiwaa+Boateng%22">Sakyiwaa Boateng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1604-5487">0000-0002-1604-5487</externalLink>)
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  Data: Asian Online Journal Publishing Group. 244 Fifth Avenue Suite D42, New York, NY 10001. Fax: 212-591-6094; e-mail: info@asianonlinejournals.com; Web site: http://www.asianonlinejournals.com
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  Data: This study aims to explore the contextualisation of Information and Communication Technology (ICT) in the teaching and learning of physical sciences in rural high schools in the O.R. Tambo Region of South Africa. Grounded within the Technological Pedagogical Content Knowledge (TPACK) framework, it provides a structured lens for understanding how teachers navigate the intersection of technology, pedagogy, and subject knowledge in resource-constrained environments. A qualitative case study approach was adopted for this study. Interviews and classroom observations were conducted with ten teachers and ten learners from five rural high schools. The collected data were analysed using thematic analysis. Findings indicate that learners and teachers are the primary users of ICT tools in classrooms, with teachers and learners reporting limited use of ICT in teaching and learning of physical sciences. Moreover, the teachers demonstrated limited proficiency in utilising new application tools and platforms. However, challenges such as limited infrastructure, inadequate training, and inconsistent internet connectivity hinder effective ICT integration. This study highlights the necessity for enhanced ICT training programmes for teachers and learners, improved infrastructure, and policy support to maximise the benefits of ICT in physical sciences education. The findings provide valuable insights for teachers, policymakers, and stakeholders aiming to enhance digital science teaching and learning in South African rural high schools.
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      – Text: English
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        PageCount: 11
        StartPage: 27
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      – SubjectFull: Foreign Countries
        Type: general
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      – SubjectFull: Technology Integration
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      – SubjectFull: Science Education
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      – SubjectFull: Physical Sciences
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Technological Literacy
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      – SubjectFull: Rural Schools
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      – SubjectFull: High School Teachers
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      – SubjectFull: High School Students
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      – SubjectFull: Technology Uses in Education
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      – SubjectFull: Access to Computers
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      – SubjectFull: South Africa
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      – TitleFull: Contextualising ICT Integration in Rural Science Classrooms: A Case Study on the Influence of Digital Tools on Physical Sciences Teaching and Learning in South African Schools
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