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The Effectiveness of Integrating Digital Technologies for Inclusive Learning Environments: A Systematic Review of South African Township Schools
Abstract
This qualitative study explores the integration of digital technologies, content knowledge, and pedagogy within South African public schools, acknowledging the need for inclusive education and diverse learning styles. Framed by the TPACK framework, the research examines how these three elements can be combined to foster inclusive learning environments. The study adopts an interpretivist paradigm and utilizes a systematic review of secondary data from Scopus, Web of Science, and ScienceDirect to provide a comprehensive analysis of existing research. Contextual analysis demonstrates that while multiple barriers to inclusive education persist, teacher digital illiteracy is the most significant, compounding other difficulties. A review of South African articles suggests that recent integrations of digital technologies and inclusive education have played a vital role in enhancing learner experiences and promoting effective learning.
PCF11 Sub-Theme: Changing Mindsets for Inclusive Open Education
Paper ID: 1495
Subject
Country
South Africa
Region
Africa
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Adobe PDF, 229.11 KB
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Date
2025-09
Author
ORCID
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Publisher
Commonwealth of Learning (COL)