The Readiness of Teachers to the Application of GIS and ICT in teaching Geography at the Secondary Level in Limpopo province, South Africa
Phomelelo Maroga 
& Tebogo Malahlela
Issue: Vol.6 No. 10 2025 Article 8 pp. 1038 – 1049
DOI : https://doi.org/10.38159/jelt.20256108 | Published online 31st October, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
The use of information and communication technology (ICT) and geographic information systems (GIS) in the teaching of Geography in higher secondary schools is a modern technique in Geography pedagogy. The goal of this study was to look into the readiness of Geography teachers in Limpopo’s secondary schools to include ICT and GIS in routine teaching-learning processes. The study employed a mixed research approach, including the descriptive survey research design, which was implemented in this research. The participants of the study schools consisted of 15 teachers from 5 schools in Limpopo. The schools were chosen using simple random sampling, with the teachers being selected purposively. Questionnaires and interviews were scheduled at every selected school for a certain period, which gave participants enough time to reflect on the questions. The data collection procedure was followed by data analysis. Quantitative data (questionnaires) were processed and analysed with the Statistical Package for Social Science (SPSS), version 24.0. The study findings outlined that regardless of the age or experience in the teaching field of Geography teachers, many schools in Limpopo, especially those found in deep rural have teachers who are not prepared to integrate ICT and GIS when teaching due to a lack of adequate access to good internet, electricity and limited equipment such as laptops. The study recommended that the school administration and Government stakeholders should make decisions on the sort of ICT infrastructure to purchase as well as the technical assistance required. The study contributes to academic scholarship by exploring teacher preparedness, thereby identifying gaps in skills and resources that require attention.
Keywords: Teachers’ readiness, GIS, ICT, Geography, Interviews, Questionnaire, Mixed approach.
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Ms. Phomelelo Maroga was born in Burgersfort township. She holds a Bachelor of Science degree in Environmental and Resource Studies and a Postgraduate Certificate in Education (PGCE) specialising in Social Sciences. With a strong foundation in both environmental and educational disciplines, her career path is broad and dynamic. Driven by passion for knowledge, she aspires to become a lifelong academic and researcher, focusing on intriguing topics within social sciences and environmental studies. Phomelelo’s dedication to learning is a reflection of her love for reading and researching, which continue to shape her journey toward making meaningful contributions in academia. She is currently employed as a Grade Control Geologist at Black Chrome Mine in the Burgersfort area of Limpopo province, South Africa.
Dr. Tebogo Malahlela holds a Phd from the University of Kwazulu Natal and Master of Art in Geography from Chicago State University. He supervised doctoral and masters students, alike. He worked as a School Teacher, College of Education Lecturer, Chief Planner in Government and GIS Specialist in Corporate Sector. He currently works as a Senior Lecturer of Geography Education at the University of Limpopo. He has presented papers in both national and international conferences and published articles in the Department of Higher Education accredited Journals. His research interest is Environmental Management, Geography Education and Geographic Information Systems.
Maroga, Phomelelo, and Tebogo Malahlela. “The Readiness of Teachers to the Application of GIS and ICT in teaching Geography at the Secondary Level in Limpopo province, South Africa.” Journal of Education and Learning Technology 6, no. 10 (2025): 1038 – 1049. https://doi.org/10.38159/jelt.20256108.
© 2025 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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