Empowering Rural STEM teachers in Indigenous Knowledge and Technology Integration: A Qualitative Longitudinal Study

Abstract

This qualitative longitudinal study explores how rural teachers are empowered to integrate Indigenous knowledges (IK) and technology in their teaching practice. Guided by an empowerment evaluation approach, a cohort of eight rural South African teachers participated in an 18-month professional development intervention focused on integrating IK and technology into the curriculum. Qualitative data were collected through semi-structured interviews, written reflections and workshop discussions and analysed using thematic analysis. The findings indicate an evolution in teachers’ perceptions and practices: initially, many teachers were hesitant and unsure how to integrate local Indigenous knowledge and technology, but over time, they grew more confident and agentive in designing culturally relevant and tech-supported lessons. Moreover, teachers reported enhanced self-efficacy and observed increased learner engagement when IK was authentically integrated, though they also highlighted ongoing challenges such as limited resources (like technology) and contextual constraints. This study contributes to understanding teacher empowerment in resource-constrained environments by providing rich, qualitative perceptions into the process of change. The findings underline the need for teacher capacity-building that is contextually grounded and attentive to Indigenous knowledge and teacher agency. Practical implications include the need for sustained, reflective professional development and supportive infrastructures to enable rural teachers to innovate in their classrooms. Future research should build on these qualitative findings to further explore long-term impacts on both teaching practice and learner learning, and to refine models of teacher empowerment in diverse educational settings.