This study used a qualitative, explanatory case study to examine how technology is integrated throughout the curriculum in rural South African schools, specifically in the Lepelle Nkumpi Circuit in the Capricorn District. The study is grounded in an interpretive paradigm, and the data collected include semi-structured...
Tukisho Kgaphola, M. Sepadi, Karabo Molapo· Journal of Education and e-L...· 0 citations
Despite South Africa's progressive inclusive education policies, such as Education White Paper 6 and the SIAS policy, a significant gap persists between policy ideals and classroom practice, a gap frequently attributed to the inadequate preparation of in-service teachers. While higher education institutions (HEIs) have...
M. Sepadi· International Journal of Stu...· 0 citations
A conceptual framework for integrating digital tools into school-based psychosocial support in South African schools was developed and showed that digital tools can extend access to psychosocial support, support task-shifting to teachers and lay providers, strengthen referral and supervision systems, and improve monito...
Learner progression policy in South Africa is intended to promote inclusive education by reducing grade repetition and preventing learner dropout, yet its implementation remains contested, particularly in under-resourced schooling contexts. Drawing on teacher agency and socio-ecological theories, this study explored te...
M. Sepadi, M. Mogale, E. Barnett et al.· Education sciences· 1 citation
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