Exploring the integration of Information Communication Technology (ICT) into the pedagogy of Business Studies in Johannesburg Central District Schools

Abstract

The integration of Information and Communication Technology (ICT) in education has become a global priority for enhancing teaching and learning. In South Africa, ICT supports diverse learning styles, improves classroom engagement, and equips learners with skills for the digital economy. This study explores ICT integration into Business Studies pedagogy in six secondary schools within Johannesburg Central District, examining how six teachers understand, implement, and experience ICT in their classrooms. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model guided the analysis of ICT integration levels and their pedagogical implications. A qualitative research design was employed, using semi-structured interviews and document analysis to generate rich, contextualised data. All participants taught in township schools and agreed that ICT is essential for effective teaching. However, they expressed concerns about top-down curriculum expectations, such as ATP coverage and facilitator directives, which limited their instructional autonomy. Participants reported significant challenges, including limited technological resources, load-shedding, inadequate training, and poor technical support, creating uneven learning environments across schools. Findings indicate that teachers’ ICT practices varied: some primarily used ICT at the substitution level, while others demonstrated advanced integration at the modification and redefinition levels, employing interactive and technology-driven approaches. Key benefits of ICT integration included increased learner engagement, improved understanding of business concepts, and opportunities for practical application. Effective practices identified included interactive web applications, digital collaboration tools, and virtual simulations for teaching practical business concepts. The study recommends targeted professional development, investment in ICT infrastructure, and strengthened policy support to facilitate meaningful ICT integration. By addressing these challenges and implementing these recommendations, Business Studies teachers can create a technology-driven learning environment that enhances pedagogy and prepares learners for the demands of the 21st-century economy. This research contributes to the discourse on digital transformation in education by providing empirical insights into ICT use in South African classrooms, informing educators, policymakers, and curriculum developers seeking to bridge gaps between business education and technological advancement.