An Outcry from the Classroom: Advancing Virtual Reality and Augumented Reality Integration in Grade 12 Mathematics through Deliverology and Implementation Science Frameworks in Gauteng North
Carlit Casey Tibane 
& Olivia Neo Mafa-Theledi
Issue: Vol.6 No. 11 2025 Article 5 pp. 1111- 1123
DOI : https://doi.org/10.38159/jelt.20256115 | Published online 25th November, 2025.
© 2025 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
This article investigates the systemic, pedagogical, and contextual barriers to integrating Virtual Reality (VR) and Augmented Reality (AR) in the teaching of Grade 12 Mathematics within Community Learning Centres (CLCs) in Gauteng North, South Africa. Despite the Department of Higher Education and Training (DHET’s) ongoing emphasis on the integration of digital technologies in education, CLCs remain marginalised due to historical inequalities, infrastructural deficits, and a lack of institutional support. Adopting a qualitative case study design grounded in the constructivist paradigm, the study utilised focus group discussions with mathematics teachers across selected CLCs to examine their lived perceptions regarding technology integration. Using thematic analysis, five key themes emerged: the absence of digital tools, strong aspirational support for technology, teacher-led workarounds, resource inequities, and the personal burden borne by teachers. Findings reveal that while immersive technologies are not currently in use, teachers value their potential for improving student engagement and conceptual understanding. However, integration efforts are hindered by a lack of digital infrastructure, formal training, and institutional support. To address these constraints, the study recommends a dual-framework approach that applies Deliverology for strategic goal-setting and accountability, alongside Implementation Science to ensure responsive, context-driven innovation. The research concludes that successful VR and AR integration in CLCs requires coordinated investment, policy alignment, and sustained professional development. By foregrounding teacher voices and local contexts, the study contributes to ongoing efforts to advance digital equity in South Africa’s post-school education system and offers a practical roadmap for implementing immersive technologies in under-resourced learning environments.
Keywords: Augmented Reality, Virtual Reality, Integration Of Technology, Mathematics, Community Learning Centres
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Dr Carlit Casey Tibane holds a Doctorate in Education and a Master of Education. He completed his BEd Honours (Natural Science) cum laude in 2017 and a BEd (FET) in Natural Science in 2015 at Tshwane University of Technology (TUT). Since 2011, he has served as a Supervising Educator at Victory Community Learning Centre, focusing on teaching, curriculum design, assessment management, and staff supervision. He is also a part-time lecturer at TUT, contributing to mathematics education and postgraduate research mentorship. Between 2018 and 2021, he coordinated the Upgrading Program, overseeing student progress and resources. His research interests include mathematics education challenges, dyscalculia awareness, and inclusive pedagogies. He has published and presented at national and international forums, underscoring his commitment to advancing educational development and community impact.
Tibane, Carlit Casey, and Olivia Neo Mafa-Theledi. “An Outcry from the Classroom: Advancing Virtual Reality and Augumented Reality Integration in Grade 12 Mathematics through Deliverology and Implementation Science Frameworks in Gauteng North.” Journal of Education and Learning Technology 6, no. 11 (2025): 1098 – 1110. https://doi.org/10.38159/jelt.20256115.
© 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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