Jul 2026· International Journal of Studies in Inclusive Education· Vol 3, pp. 9· 0 citations
Abstract
The persistent use of teacher-centered methods in under-resourced rural South African schools creates a significant barrier to equitable participation and the development of higher-order analytical skills in accounting education, particularly for learners from diverse linguistic and socioeconomic backgrounds. This qualitative study, grounded in an interpretive paradigm, explored how collaborative learning strategies can foster inclusive learning environments and enhance the development of analytical skills among Grade 10 learners in three rural secondary schools in the uMgungundlovu district, KwaZulu-Natal, South Africa. Using a participatory research design, the study involved 30 learners and three teachers in collaborative pedagogical interventions. Data were collected through classroom observations, semi-structured interviews, and focus group discussions, and analysed using reflexive thematic analysis. The findings revealed that structured collaboration not only improved learners’ analytical reasoning and problem-solving skills but also created a more inclusive classroom by redistributing participation, enabling peer scaffolding, and reducing language barriers. These findings suggest that integrating inclusive, collaborative pedagogies into accounting education can foster more equitable and engaging learning environments in post-colonial educational settings.
Despite persistent inequalities and severe resource constraints in South Africa’s education system, some rural public schools continue to achieve strong academic results. This study investigates how curriculum accessibility and pedagogical strategies influence academic performance in public senior secondary schools in the Amathole West Education District in the Eastern Cape Province. Drawing on Freire’s Pedagogy of the Oppressed, the study examines how teachers negotiate structural inequalities through adaptive pedagogical practices. A qualitative research design was used that involved in-depth interviews with teachers, principals, and education officials. The findings reveal that collaborative learning, scaffolding, inquiry-based teaching, and informal resource sharing practices play a critical role in sustaining academic success in resource-constrained contexts. The study argues that teacher agency and community participation function as important mechanisms that mitigate structural inequalities in rural schooling. The paper contributes to debates on educational inequality and sustainable development by demonstrating how localized pedagogical strategies can support academic success in marginalized schooling environments.
Anathi Koko, F. Nekhwevha· The social science· 0 citations
Educational institutions worldwide are increasingly embracing curriculum reform through the integration of Indigenous knowledge systems (IKS) and technology, informed by their transformative impact on teaching, learning, and pedagogical practices. However, socioeconomic disparities and limited teaching resources encountered in the rural settings of the Global South, such as South Africa, hinder this transformation. IKS and technology offer a compelling opportunity to rethink mathematics education in ways that embrace global innovations while adapting to local contextual realities. Yet, there is limited empirical evidence on teacher preparedness, specifically how mathematics teachers' demographic, contextual, and professional training influences their ability to integrate technology and pedagogical indigenisation for mathematics curriculum transformation. Hence, this paper sought to examine how mathematics teachers can reimagine curriculum transformation through pedagogical indigenisation and technology in rural South African mathematics classrooms. To accomplish this exploration, the paper draws on data gathered from 95 purposively sampled respondents. We used a quantitative approach focusing on a survey questionnaire, guided by the positivist paradigm and underpinned by the Technological Pedagogical Content Knowledge (TPACK) framework and Technology Acceptance Model (TAM), and data analysis was achieved through the aid of descriptive and inferential statistics. The results showed that teachers exhibit different degrees of TPACK and TAM dynamics, mediated by demographics, professional backgrounds, and context-specific characteristics. The findings lead us to argue that the transformation of the mathematics curriculum is dependent on effective, inclusive, and sustainable teacher training that foregrounds both technological fluency and cultural responsiveness. This study contributes to curriculum reform discourse by emphasizing the need for teacher preparation programs that address the complex, evolving, and context-sensitive nature of teachers' TPACK.
Makhosi Madimabe-Mofokeng, Heloise Sathorar, W. D. Nubia· Journal of education· 0 citations
This study investigates the influence of Teacher Professional Development (TPD) on reading outcomes in inclusive primary schools within the Dimamo Circuit, Capricorn District, Limpopo Province. Despite national initiatives to strengthen inclusive education and literacy, many learners in rural South African contexts continue to face persistent reading difficulties. Grounded in Shulman’s (1986) Theory of Pedagogical Content Knowledge (PCK), the study emphasizes the integration of subject knowledge and pedagogical skills as essential for effective reading instruction. A qualitative case study design was employed, using semi-structured interviews, classroom observations, and document analysis with Foundation Phase teachers. Thematic analysis revealed that sustainable and contextually relevant TPD improves teachers’ confidence and competence in supporting diverse learners. However, inconsistencies in programme delivery, limited follow-up support, and inadequate adaptation to inclusive contexts hinder long-term impact. The discussion highlights the need for continuous, collaborative, and practice-oriented professional development aligned with inclusive education principles. Recommendations include strengthening programme relevance, embedding mentoring and monitoring structures, and ensuring resource provision to sustain inclusive reading practices. The study contributes to scholarship by demonstrating the critical link between teacher professional growth and learner reading achievement, offering evidence-based insights for policymakers, teacher training institutions, and education stakeholders. By situating TPD within the broader discourse on literacy and equity, the research underscores professional development as a key pathway toward improving reading outcomes and advancing inclusive education in rural South African schools.
Maite E. Maebana· E-Journal of Humanities, Art...· 0 citations
This study illustrates how seven female rural school teachers in Papua utilize Lo-Tech solutions as a resilience pedagogy in environments with limited infrastructure. Employing a qualitative approach, data were collected through in-depth interviews, focus group discussions, content analysis, and teacher reflection notes. The study revealed that teachers implement four pedagogical stages: planning, implementation, monitoring, evaluation, and reflection. This approach positively impacts student outcomes, with evaluations contributing to student engagement, social relationships, and inclusivity. However, this study has limitations, such as the small number of participants, the focus on female teachers, and the absence of classroom intervention, which should be addressed in future research. The study offers several insights and recommendations such as: (1) The government should reduce educators' administrative burdens, allowing them to focus on pedagogy. (2) Both low- and high-tech solutions should be integrated into teaching and learning. (3) Continuous educator training on a weekly, monthly, and semester. (4) High-voltage electricity should be provided to ensure 24/7 availability of the system. (5) Parental involvement and community engagement are vital, as rural schools in Papua cannot thrive without the support of local communities, village leaders, and religious leaders working together to advance education.
Ranta Butarbutar, Santy Monika· Journal of Social Science an...· 0 citations
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 teachers’ perceptions and experiences of learner progression policy in five underperforming secondary schools in Limpopo Province. A qualitative interpretivist design was employed, with data generated through open-ended questionnaires from eleven purposively selected teachers and analysed using reflexive thematic analysis. The findings reveal that, while teachers support progression as a mechanism for promoting access and reducing exclusion, they express significant concern about learners advancing without foundational knowledge, contributing to cumulative learning deficits. Teachers employ strategies such as differentiated instruction and extra lessons, yet these efforts are constrained by large class sizes, limited time, and inadequate resources. The study highlights the central role of teacher experience and professional judgment in mediating policy implementation, alongside the influence of socio-economic factors on learner outcomes. The study concludes that learner progression requires substantially stronger support structures, including structured academic support, robust monitoring systems, and improved alignment between policy intentions and classroom realities, to be effective. By foregrounding teachers’ perspectives from under-resourced contexts, the study contributes to ongoing debates about the persistent tension between inclusion and academic quality, offering implications for strengthening inclusive education in South Africa and similar contexts.
M. Sepadi, M. Mogale, E. Barnett et al.· Education sciences· 0 citations
Despite worldwide policy commitments, the implementation of inclusive education continues to pose challenges in many developing countries, particularly in rural schools, where structural, systemic, and contextual obstacles are prevalent. This paper investigates how teachers utilise inclusive teaching strategies in selected primary schools within the Sekhukhune South District of Limpopo, South Africa. The study is underpinned by Tomlinson’s Differentiated Instruction Theory. An interpretivist paradigm and qualitative research approach were employed to acquire an in-depth understanding of the teachers' experiences and the realities of their classrooms. A single case study research design was utilised, involving eight purposively selected teachers from four primary schools across two circuits. Data were generated through lesson observations, semi-structured interviews, and focus group discussions, and were analysed using thematic analysis. The findings reveal that primary school teachers employ a variety of inclusive teaching strategies, including differentiated instruction, cooperative learning and peer support, multimodal and contextualised teaching, as well as parental involvement. Nevertheless, teachers also encounter structural and systemic challenges, such as overcrowded classrooms, inadequate teaching and learning resources, and curriculum rigidity. The study is limited to the experiences of eight teachers from four rural mainstream primary schools in the Sekhukhune South District; thus, the findings are context-specific and not statistically generalisable. Recommendations include providing inclusive teachers with school-based coaching on Differentiated Instruction, establishing and strengthening Professional Learning Communities (PLCs), offering regular classroom-based mentoring, modelling inclusive teaching lessons, supporting School-Based Support Teams (SBSTs) in addressing learner challenges, and providing ongoing feedback to teachers.
Manchini Ishmael Tlaka, S. Meeran, MM Maja· Interdisciplinary Journal of...· 0 citations
