Empowering South African educators: Navigating the challenges of digital teaching and learning competencies

Abstract

Orientation: Public basic education institutions in South Africa are presently enduring new challenges about the implementation of digital teaching and learning in the absence of the digital competence required. Research purpose: The purpose of the current study was to identify the digital competencies required by educators to effectively implement digital teaching and learning interventions in basic education institutions. Motivation for the study: By identifying the digital competencies required by educators and exploring the gap in educators’ digital competence, institutions can plan and implement digital learning interventions designed for effective teaching and learning. Research approach/design and method: Semi structured interviews were conducted with a sample of 20 participants working in various positions at two secondary schools in Gauteng. Main findings: The findings showed that while some training is offered, educators lack the necessary competencies to effectively enforce digital learning interventions. This may be because of limited training, the absence of digital resources and the insufficient digital competence of educators. Practical/managerial implications: Ongoing training is mandatory to ensure that the digital competence of educators is in line with the dynamic world of work and to close the digital skills gap in teaching. Secondary school educators require assistance from the Department of Basic Education to enable the transition from traditional teaching and learning to digital praxis, through the provision of necessary digital intervention resources. Contribution/value-add: The findings make a practical contribution by offering organisations practical information on the development of digital competencies in secondary education settings.

Keywords

• digital learning
• training and development
• digital competence
• digital learning interventions
• educators competencies.