Inclusive education depends on teachers’ capacity to adapt curriculum and assessment to accommodate diverse learner needs. However, teachers in rural South African schools continue to experience significant challenges arising from limited institutional support, inadequate professional development, and resource constrai...
Katlego Magabane, M. Sepadi, Karabo Molapo· Education sciences· 0 citations
The study concludes that the effective integration of technology into education requires more than just access to technology and that developing context-specific TPACK will require an investment from the school system into sustained collaborative models of teacher development, such as Professional Learning Communities...
Tukisho Kgaphola, M. Sepadi, Karabo Molapo· Journal of Education and e-L...· 0 citations
Despite South Africa's progressive inclusive education policies, such as Education White Paper 6 and the SIAS policy, a significant gap persists between policy ideals and classroom practice, a gap frequently attributed to the inadequate preparation of in-service teachers. While higher education institutions (HEIs) have...
M. Sepadi· International Journal of Stu...· 0 citations
A conceptual framework for integrating digital tools into school-based psychosocial support in South African schools was developed and showed that digital tools can extend access to psychosocial support, support task-shifting to teachers and lay providers, strengthen referral and supervision systems, and improve monito...
Learner progression policy in South Africa is intended to promote inclusive education by reducing grade repetition and preventing learner dropout, yet its implementation remains contested, particularly in under-resourced schooling contexts. Drawing on teacher agency and socio-ecological theories, this study explored te...
M. Sepadi, M. Mogale, E. Barnett et al.· Education sciences· 1 citation
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