Understanding technology integration in STEM classrooms: Examining the challenges and perceptions of engineering graphics and design teachers and learners

Abstract

This qualitative study aimed to examine challenges faced by both Engineering Graphics and Design (EGD) teachers and learners in integrating technology into teaching and learning. Data were gathered through semi-structured interviews and an open-ended questionnaire administered to six teachers and twelve learners from four selected schools in the uThukela District of KwaZulu-Natal. Participants were purposively selected based on their experiences with EGD. The study was informed by the Technology Acceptance Model (TAM), with particular emphasis on perceived usefulness and perceived ease of use as key determinants of behavioural intention. Data were analysed using thematic analysis to capture and interpret the perspectives of both teachers and learners. The findings indicate that participants perceive technology as valuable in enhancing understanding, spatial reasoning, and learner engagement. However, several persistent challenges were identified, including inadequate infrastructure, insufficient training, limited resources, and inconsistent or absent internet connectivity. The study concludes that addressing infrastructural disparities and strengthening teacher competence through targeted training and improved resource allocation are critical for effective technology integration in EGD. It further recommends that the Department of Education invest more in infrastructure and resources, provide focused Information Communication Technology (ICT) training for teachers, and promote partnerships with industry to bridge existing gaps.