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

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.