Digital Pedagogical Approaches for Preparing South African Matric Teachers for Higher Education
Wanjiru Gachie 
Issue: Vol.5 No. 8 October 2024 Article 3 pp.285-305
DOI : https://doi.org/10.38159/jelt.2024583 | Published online 16th October, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
South African Higher Education Institutions (HEIs) are undergoing a digital revolution, facing challenges from social, historical, and cultural diversity and low schooling backgrounds. Incorporating digital technology into teaching and learning has become essential, yet a notable digital divide persists. Students with Information Communication Technology (ICT) skills perform better in higher education compared to those from resource-restrained or marginalized communities, such as Pinetown, Durban, South Africa. This research aims to equip learners and teachers in South Africa to adapt to the rapid pace of technological change while examining the pedagogical approaches of matric teachers in digitally preparing matric learners for HEIs. A quantitative research approach was utilized to collect primary data from a sample of 363 teachers across 25 high schools in Pinetown, selected based on Krejcie and Morgan’s (1970) methodology, ensuring an appropriate representation for the population of 1,300. A high response rate was achieved, facilitated by a pilot phase that clarified the research subject for participants. In addition to primary data, relevant secondary literature was also utilized. The findings revealed that a majority of teachers prefer problem-based and project-based pedagogical approaches and acknowledge the benefits of an online learning environment. These results indicate that most teachers are capable of digitally preparing matric students for higher education. Therefore, problem-based and project-based teaching and learning approaches should be emphasized in the field of digital technology. It is also recommended that teachers and lecturers in HEIs utilize online platforms to enhance the curriculum.
Keywords: Digital pedagogy, Higher Education, Digital divide, ICT skills, South African education, Problem-based learning, Project-based learning
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Dr. Wanjiru Gachie is a distinguished Senior Lecturer at the University of KwaZulu-Natal, South Africa, specializing in Information Systems and Public Administration. She holds a Doctorate in Administration from UKZN, alongside multiple master’s degrees in Project Management from the University of Southern Queensland, and Information Technology/Digital Media from the University of Natal, as well as an MBA from UKZN. Dr. Gachie also earned a Bachelor of Education with honors in Chemistry and Mathematics.With over a decade of experience, Dr. Gachie is recognized for her dynamic contributions to education, research, and student supervision. Her expertise encompasses Information Systems, Innovation, Education, Public Administration, and Project Management. In addition to her academic pursuits, she is actively involved in community engagement initiatives, including a feeding scheme that supports local underserved populations. This commitment to social responsibility makes her a respected figure in the academic community, dedicated to advancing knowledge while fostering positive change.
Gachie, Wanjiru.”Digital Pedagogical Approaches for Preparing South African Matric Teachers for Higher Education.” Journal of Education and Learning Technology 5, no.8 (2024):285-305. https://doi.org/10.38159/jelt.2024583
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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