Teachers’ perspectives on the application of Computer-Aided Design in teaching orthographic projection in Engineering Graphics and Design Grade 10, Limpopo Province

Teachers’ perspectives on the application of Computer-Aided Design in teaching orthographic projection in Engineering Graphics and Design Grade 10, Limpopo Province

Dories Machabedi Mphahlele , Ramongwane Daniel Sephokgole & Ramongwane Daniel Sephokgole

Issue: Vol. 7 No. 7 2026 Article 11 pp. 833 – 850
DOI : https://doi.org/10.38159/jelt.20267711Published online 25th September 2026.

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ABSTRACT

This study explored teachers’ perspectives on the application of Computer-Aided Design (CAD) in teaching orthographic projection in Engineering Graphics and Design (EGD) Grade 10, Limpopo, employing a qualitative case study design. Data was collected using semi-structured interviews and classroom observation. Purposive sampling yielded a sample of 9 schools, 9 EGD classrooms, 9 EGD teachers, and 257 learners. Using the Technological Pedagogical Content Knowledge (TPACK) framework, the study concluded that CAD is unequivocally effective and essential to improve EGD outcomes, as confirmed by teacher perspectives and classroom observation. To promote an effective integration of CAD in EGD education, the study recommends that systemic improvements are required in infrastructure, training, and policy across all educational levels. The Department of Education must prioritise the provision of functional Information and Communications Technology (ICT) resources and implement mandatory, ongoing professional development programs to build teachers’ confidence and skills. School management teams and teachers are urged to ensure resource accessibility and actively pursue training and support to bridge the digital divide and improve learner outcomes in orthographic projections. The study’s goal was to explore the application of CAD in the demonstration of learning orthographic projections in secondary schools in the Limpopo Province. In addition, analyses the teachers’ competency in the application of CAD to promote ICT integration in the EGD classroom. Furthermore, this study will assist in improving the quality of the results in EGD.

Keywords: Orthographic projections, Engineering Graphics and Design, Information and Communication Technologies, Computer-Aided Design, Spatial Visualization.

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AUTHOR(S)

Dories Machabedi Mphahlele is a postgraduate student and a master’s candidate at the Department of Technology and Vocational Education at Tshwane University of Technology, South Africa.

Dr.Ramongwane Daniel Sephokgole is a lecturer in agricultural science and technology in the Department of Technology and Vocational Education at Tshwane University of Technology, South Africa.

Dr.Thokozani Izaac Mtshali is a senior lecturer and research chair in the Department of Technology and Vocational Education at Tshwane University of Technology, South Africa.

TO CITE ARTICLE

Mphahlele, Dories Machabedi; Ramongwane Daniel Sephokgole, and Thokozani Isaac Mtshali. “Teachers’ perspectives on the application of Computer-Aided Design in teaching orthographic projection in Engineering Graphics and Design Grade 10, Limpopo Province.” Journal of Education and Learning Technology 7, no.7 (2026): 569- 586. https://doi.org/10.38159/jelt.2026771