Teaching in rural schools is frequently marked by challenges ranging from restricted technological infrastructure and geographical remoteness to sparse professional development. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this paper reports findings from a sequential explanatory mixed-methods study that investigated…

This descriptive study assessed technological, pedagogical and content knowledge (TPACK) competency among life sciences teachers in rural and marginalized schools. The study was guided by Koehler and Mishra's (2006) TPACK framework as its theoretical lens. Data gathered through questionnaires from 235 teachers in the Eastern Cape province, South…

As educational settings increasingly integrate innovative technologies into teaching methodologies, it becomes crucial to understand how teachers, especially those in rural schools, develop and apply these integrative competencies. Neglecting this endeavour risks leading to the abandonment or underutilisation of these technologies once they are…