Teachers’ Technology Confidence and Its Role in Achieving Quality Education in South African Classrooms

Abstract

The rapid digitization of education has heightened the need for teachers to confidently integrate technology into their classroom practice, yet levels of technology confidence remain uneven across South Africa. This study examines teachers’ technology confidence and its contribution to achieving Sustainable Development Goal 4 (SDG 4): Quality Education, through a focused case study in the Gauteng West District. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework, the study explores how technological, pedagogical, and content knowledge intersect to shape teachers’ confidence in using digital tools. The research involved ten FET teachers from township secondary schools, selected through purposive sampling based on their consistent use of technology in teaching, ensuring the collection of relevant and context-rich insights. Using a qualitative approach supported by semi-structured interviews, the study generated in-depth accounts of teachers’ experiences with technology integration. Findings reveal that teachers’ technology confidence is significantly constrained by unreliable internet connectivity, intermittent power supply, and limited access to functional digital devices within schools. These challenges restrict teachers’ day-to-day use of digital tools for curriculum delivery. Teachers who participated in ongoing professional development reported notably higher levels of confidence, highlighting the importance of sustained support. The study recommends strengthening technology-focused professional development, expanding access to digital resources, and fostering mentorship networks to promote equitable, technology-enhanced education aligned with SDG 4.