Jul 2026· Journal of education· pp. 21· 0 citations· 37 references
Abstract
Educational institutions worldwide are increasingly embracing curriculum reform through the integration of Indigenous knowledge systems (IKS) and technology, informed by their transformative impact on teaching, learning, and pedagogical practices. However, socioeconomic disparities and limited teaching resources encountered in the rural settings of the Global South, such as South Africa, hinder this transformation. IKS and technology offer a compelling opportunity to rethink mathematics education in ways that embrace global innovations while adapting to local contextual realities. Yet, there is limited empirical evidence on teacher preparedness, specifically how mathematics teachers' demographic, contextual, and professional training influences their ability to integrate technology and pedagogical indigenisation for mathematics curriculum transformation. Hence, this paper sought to examine how mathematics teachers can reimagine curriculum transformation through pedagogical indigenisation and technology in rural South African mathematics classrooms. To accomplish this exploration, the paper draws on data gathered from 95 purposively sampled respondents. We used a quantitative approach focusing on a survey questionnaire, guided by the positivist paradigm and underpinned by the Technological Pedagogical Content Knowledge (TPACK) framework and Technology Acceptance Model (TAM), and data analysis was achieved through the aid of descriptive and inferential statistics. The results showed that teachers exhibit different degrees of TPACK and TAM dynamics, mediated by demographics, professional backgrounds, and context-specific characteristics. The findings lead us to argue that the transformation of the mathematics curriculum is dependent on effective, inclusive, and sustainable teacher training that foregrounds both technological fluency and cultural responsiveness. This study contributes to curriculum reform discourse by emphasizing the need for teacher preparation programs that address the complex, evolving, and context-sensitive nature of teachers' TPACK.
This scoping review, co-designed with two First Peoples co-authors and informed by consultations with 12 First Peoples stakeholders, examines the integration of Indigenous perspectives into computing curricula across Australian universities. The study aims to support more inclusive and equitable computing education by identifying existing practices, gaps, and opportunities for curriculum transformation. Guided by the PRISMA-ScR framework, we analysed 158 sources to map relevant policy contexts, Indigenous pedagogical approaches (e.g., 8 Ways, Yarning Circles, and on-Country learning), and current implementation strategies within higher education. To complement the literature analysis, we conducted a survey assessing institutional readiness for curriculum change and incorporated reflexive insights from all co-authors regarding positionality and research practice. Our findings reveal significant systemic gaps in the indigenisation of computing education, including limited adoption of culturally grounded pedagogies and uneven institutional support. In response, we synthesise evidence-based strategies for curriculum development, such as integrating culturally responsive programming activities and embedding Indigenous data sovereignty and ethical computing principles into core subjects. The study provides actionable recommendations for universities seeking to design culturally inclusive IT and computing curricula and outlines key directions for future research and practice. Supplementary materials include an extended review of related work and a case study illustrating the educational impact of incorporating First Peoples perspectives into computing education.
Jianhua Li, A. Fricker, Yin Paradies et al.· ACM Transactions on Computin...· 0 citations
The persistent use of teacher-centered methods in under-resourced rural South African schools creates a significant barrier to equitable participation and the development of higher-order analytical skills in accounting education, particularly for learners from diverse linguistic and socioeconomic backgrounds. This qualitative study, grounded in an interpretive paradigm, explored how collaborative learning strategies can foster inclusive learning environments and enhance the development of analytical skills among Grade 10 learners in three rural secondary schools in the uMgungundlovu district, KwaZulu-Natal, South Africa. Using a participatory research design, the study involved 30 learners and three teachers in collaborative pedagogical interventions. Data were collected through classroom observations, semi-structured interviews, and focus group discussions, and analysed using reflexive thematic analysis. The findings revealed that structured collaboration not only improved learners’ analytical reasoning and problem-solving skills but also created a more inclusive classroom by redistributing participation, enabling peer scaffolding, and reducing language barriers. These findings suggest that integrating inclusive, collaborative pedagogies into accounting education can foster more equitable and engaging learning environments in post-colonial educational settings.
Walusa Ajuma· International Journal of Stu...· 0 citations
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.
L. Nene, Lerato Hlengiwe Sokhulu· Journal of education· 0 citations
This study aimed to provide an in-depth understanding of the lived experiences of teachers handling Grade 7 Indigenous Peoples (IP) learners in Mathematics under the MATATAG curriculum at Tampakan District, South Cotabato, during the 2024–2025 school year. Employing a qualitative phenomenological approach, the study gathered rich data from ten teachers to explore the challenges, coping mechanisms, and insights that shaped their teaching experiences. The respondents encountered various cultural, linguistic, and resource-related challenges, including limited cultural representation in lessons, language barriers, and curriculum and time constraints. To address these difficulties, they relied on collaboration with peers and the community, adaptability in instructional approaches, and support from educational programs. From these experiences emerged meaningful insights emphasizing the integration of IP culture in the curriculum, the importance of collaborative and contextualized learning, and the value of community engagement and mentorship. These findings contribute to educational management by informing culturally responsive teaching strategies within the MATATAG curriculum.
Bernabe Abad, Johnny S. Bantulo· Psychology and Education: A...· 0 citations
Globalization, digitalization, climate change and interculturalism are unprecedented challenges for education systems globally. This literature review explores the ways in which global competence frameworks, curriculum transformation and the future learning systems could equip learners with the necessary skills to thrive in a borderless and interconnected society. The researcher analysed 46 peer-reviewed publications (2017-2025) in order to capture and critically consider the current conceptualisations of global competence (OECD and UNESCO frameworks) and curriculum reform efforts from content-based to competence-based models. The review identifies pedagogical strategies that are effective for global learning such as project-based learning, collaborative online international learning (COIL), and inquiry-based learning. Barriers to implementation in the Global North and South, such as digital inequities, teacher preparedness, and policy fragmentation are analysed. The paper suggests an integrated model that connects five dimensions globally – global competence, curriculum transformation, intercultural pedagogy, digital and future learning systems, and equity/sustainability/civic responsibility. Implications are for policy makers, teachers, and researchers. We believe that fostering global competence is a systemic and equitable transformation that integrates the concept into curricula, pedagogy, assessment, teacher development, and relies on digital infrastructure with sustainability and social justice dimensions.
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Muhammad Rafiq-uz-Zaman· Inverge Journal of Social Sc...· 0 citations
The MATATAG Curriculum—formally adopted through Department of Education Order No. 013, Series of 2023—represents the most significant revision to the Philippine basic education curriculum since the K-12 reform of 2013, introducing a substantially decongested content framework, restructured Araling Panlipunan scope and sequence, and a strengthened emphasis on foundational competencies and values formation across all grade levels. As MATATAG moved from policy into classroom practice during the 2024-2025 school year, teachers—particularly those in geographically isolated, resource-constrained, and disaster-affected regions such as Eastern Visayas—became the primary mediators of curriculum change, translating ambitious national policy intentions into the daily realities of their classrooms with limited preparation time, uneven professional development support, and instructional material shortages. This qualitative case study explored the experiences, challenges, and pedagogical adaptations of Social Studies teachers implementing the MATATAG Curriculum in Eastern Visayas public secondary schools. Informed by Fullan's (2007) theory of educational change, Ball et al.'s (2012) policy enactment framework, and Shulman's (1986) Pedagogical Content Knowledge construct, the study engaged eighteen (18) purposively selected Social Studies teachers from public secondary schools across the six provinces of Eastern Visayas through in-depth semi-structured interviews, lesson plan document analysis, and focus group discussions. Data were analyzed using thematic analysis following Braun and Clarke (2006). Six core themes emerged: (1) navigating the MATATAG transition without adequate preparation; (2) decongestion experienced as liberation and loss simultaneously; (3) the Araling Panlipunan restructuring and its pedagogical implications; (4) resource misalignment between curriculum intent and classroom reality; (5) locally adaptive curriculum enactment strategies; and (6) the MATATAG curriculum and teacher professional identity reconstruction. Implications for curriculum implementation policy, teacher professional development, and Social Studies education in Eastern Visayas are discussed.
Malenab, Gid Chris Atip· International journal of res...· 0 citations