Educational technology for equity in South Africa: Promise and challenge

Wellington Itai Manzi and Motalenyane Alfred Modise
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Wellington Itai Manzi: Central University of Technology
Motalenyane Alfred Modise: Central University of Technology

International Journal of Research in Business and Social Science (2147-4478), 2025, vol. 14, issue 7, 437-446

Abstract: Despite extensive research on the impact of educational technology in enhancing the quality of teaching, learning, and learner academic achievement, there remains a notable lack of research focusing on teachers’ perspectives regarding the role of technology in addressing educational inequities. Using South Africa as a case study, this qualitative investigation sought to explore South African teachers’ views on the perceived role of educational technology in promoting educational equity. Semi-structured interviews were conducted with four purposefully selected teachers from public schools in South Africa. The thematic findings indicated that the participants believed educational technology holds the potential to significantly contribute to the redress of educational inequities by expanding access to information and resources, improving the quality and efficiency of education, and catering to diverse learner preferences. However, participants also expressed concern that technology could potentially worsen existing disparities rooted in socioeconomic status. They emphasized the importance of equitable access to technological infrastructure. This study provides insights into the complex relationship between educational technology and equity within the South African context and underscores the importance of incorporating teachers’ perspectives in the implementation of technology-driven initiatives intended to eliminate educational inequalities. Key Words: Education in South Africa; Educational Equity; Educational technology; Technology intergration; Teaching and Learning

Date: 2025
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