Embracing technology: Teachers' readiness to integrate emerging technologies into the curriculum

Abstract

The implementation of the intended curriculum in schools is continually evolving due to rapid technological advancements that are reshaping teaching and learning processes. While emerging technologies such as virtual reality and artificial intelligence hold transformative potential, South African schools predominantly rely on low-threshold, accessible technologies including digital and offline resources, mobile learning tools, and basic learning management systems. We conducted this qualitative case study to explore primary school teachers' readiness to integrate emerging technologies into the curriculum. Guided by an interpretive paradigm, we purposively sampled three teachers as participants. Data were generated through semi-structured interviews and reflective activity, and analysed using the Technological Pedagogical Content Knowledge framework. Findings indicate that teachers rely more on hardware and ideological resources than on software resources, reflecting strong pedagogical and content knowledge but lower confidence in technological knowledge. Furthermore, we found that teachers' practices are influenced by professional identity, societal norms, and informal knowledge rather than prescribed curriculum documents. The study concludes that meaningful curriculum transformation requires strengthening teachers' technological competence through continuing professional development and innovation-focused teacher education programmes. To achieve this, we recommend that teacher training programmes focus on digital competence to strengthen the integration of emerging technologies into the curriculum.