The state of implementation of Computer Application Technology curriculum in selected rural secondary schools in South Africa

The state of implementation of Computer Application Technology curriculum in selected rural secondary schools in South Africa

Tebogo Thamaga & Sibongile Simelane-Mnisi

Issue: Vol. 7 No. 6 2026 Article 7 pp.666 – 682
DOI : https://doi.org/10.38159/jelt.2026767 Published online 31st July 2026.

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ABSTRACT

This study examined the state of implementation of the Computer Applications Technology (CAT) curriculum in selected rural secondary schools in the Gauteng North district of South Africa. This study aims to fill the gap in understanding how social and contextual factors mediate the use of technological tools in classroom environments, particularly in rural settings where resources are limited. The participants included three CAT teachers, three members of the School Management Team, three ICT coordinators, and six learners from three secondary schools, using a qualitative case study design. Data were collected through semi-structured interviews and open-ended questionnaires and analyzed using thematic analysis. It was found that while teachers acknowledged the existence of the CAT curriculum, there was significant inconsistency in its implementation, with some teachers relying on textbooks instead. The study revealed a divide in teacher competencies, with novice teachers feeling inadequately prepared to teach CAT effectively. It is recommended that comprehensive professional development programs be established to enhance teachers’ understanding and implementation of the CAT curriculum, ensuring equitable educational opportunities for all learners. This study contributes to scholarship by providing in-depth qualitative insights into the implementation of the CAT curriculum in rural secondary schools, highlighting teachers’ challenges and successes in this context.

Keywords: Computer Applications Technology (CAT), Curriculum Implementation, Teacher Competence, Professional Development, Rural Secondary Schools

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AUTHOR(S)

Tebogo Aletta Thamaga holds a Bachelor of Education (B.Ed.) degree specializing in Further Education and Training (FET) Economic and Management Sciences (EMS), as well as a Bachelor of Education Honours (B.Ed. Honours). She is currently pursuing a Master’s degree in Education at the Tshwane University of Technology (TUT). Ms Thamaga has 10 years of teaching experience in the Foundation Phase. Her areas of specialization include Computer Applications Technology (CAT) and Business Studies. Her academic background, together with her professional teaching experience, has informed her research interest in the integration of ICT in teaching and learning, particularly within rural school contexts.

Sibongile Simelane-Mnisi (DEd) is a full professor, lecturer, and instructional designer in the Faculty of Humanities, Department of Educational Foundation at Tshwane University of Technology, South Africa. A recognized scholar in educational technology, instructional design, and curriculum development, she has successfully supervised several master’s and doctoral students and hosted three postdoctoral research fellows. She has authored and co-authored numerous peer-reviewed journal articles, conference proceedings, and book chapters. Her research interests span technology-enhanced teaching and learning, digital pedagogy, curriculum innovation, entrepreneurship in education, mathematics education, and general education. Through her teaching, publications, and international collaborations, Simelane-Mnisi continues to shape the fields of education by fostering innovation, inclusivity, and resilience. Recognized with awards such as Female Emerging Researcher of the Year, Academic Excellence Practitioner of the Year (2019/2020), the Imbokodo Woman Award (2025), and Faculty of Humanities award for her Recognition of Research Publications in 2024, she continues to advance transformative teaching and learning locally and internationally.

TO CITE ARTICLE

Thamaga, Tebogo, and Sibongile Simelane-Mnisi. “The state of implementation of Computer Application Technology curriculum in selected rural secondary schools in South Africa.” Journal of Education and Learning Technology 7, no.6 (2026): 666 – 682. https://doi.org/10.38159/jelt.2026767