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Primary School Teachers' Perceptions on Continuous Professional Development for Digital Technology Integration in Teaching and Learning in Mauritius
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Abstract
Continuous Professional Development (CPD) is essential for equipping primary school teachers in Mauritius, a Small Island Developing State (SIDS), with the skills to integrate digital technology effectively into teaching and learning. This study explores the perceptions of primary school teachers regarding CPD in the context of Mauritius, where education reforms and the impacts of climate change demand innovative and resilient approaches to learning. A sample of 25 teachers following an undergraduate course in Education acted as participants. Through a qualitative approach (analysis of online discussions and focus group interviews), the research examines teachers’ experiences, challenges, and expectations of CPD programs, focusing on their alignment with the evolving technological landscape. The UNESCO document "Six pillars for the digital transformation of education" was used as conceptual framework and a thematic approach was adopted for analysis of findings. The findings reveal a complex interplay of enthusiasm and challenges. While teachers acknowledge the potential of CPD to enhance digital literacy and pedagogical practices, barriers such as limited access to infrastructure, insufficient training opportunities, and lack of localized digital resources hinder meaningful integration. Teachers also highlight the need for tailored CPD programs that address their specific classroom realities and align with the national vision of transforming Mauritius into a knowledge economy. This study underscores the critical role of CPD in bridging the digital divide and fostering inclusive education in Mauritius. It recommends collaborative efforts among stakeholders to design sustainable CPD initiatives that leverage digital tools and support lifelong learning. These insights contribute to the discourse on education reform in SIDS, emphasizing resilience and equity in the face of global and local challenges.
PCF11 Plus: Beyond the Forum
Sub-Theme: Changing mindsets for inclusive open education
Paper ID: 1743
Country
Mauritius
Region
Africa
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Date
2025-09
Author
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Publisher
Commonwealth of Learning (COL)