Clicking into Competence: Digital Learning Platforms for Teacher Training in South African Technical and Vocational Education Curriculum

Clicking into Competence: Digital Learning Platforms for Teacher Training in South African Technical and Vocational Education Curriculum

Jojokazi Priscilla Mgetyana

Issue: Vol. 6 No. 12 2025 Article 30 pp.1647 – 1660
DOI : https://doi.org/10.38159/jelt.202561230 Published online 30th December, 2025.

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ABSTRACT

This study explored the role and impact of Digital Learning Platforms (DLPs) in enhancing teacher training within South Africa’s Technical and Vocational Education (TVE) curriculum. Guided by a qualitative case study approach and an interpretivist perspective, data was collected using semi-structured interviews with 12 students and four lecturers actively engaged in DLPs at a South African university. Thematic analysis revealed that, while DLPs offer substantial benefits, such as increased interactivity, flexibility, and resource accessibility, many infrastructural and capacity-related challenges impede their full implementation. Participants highlighted issues including unreliable internet, limited access to devices, and inadequate digital literacy, which hinder effective use of these platforms. Despite these barriers, there is a positive outlook on the potential of DLPs to transform pedagogical practices, foster student engagement and promote professional growth among teachers. The results highlight the need for ongoing investments in digital infrastructure, regular professional training, and clear policies to ensure successful integration. Recommendations include upgrading internet connectivity, providing affordable devices, enhancing digital literacy through ongoing training, and establishing collaborative policy initiatives among stakeholders. Maximising the potential of DLPs involves addressing resistance and overcoming infrastructure and resource challenges, enabling South Africa to develop skilled teachers for high-quality vocational education in a digital economy. The study contributes to the global discourse on educational technology by emphasising the importance of contextually tailored strategies for sustainable digital integration, offering practical implications for policymakers, lecturers and researchers aiming to bridge the gap in access to technology within the TVE curriculum.

Keywords: Digital Learning Platforms, Teacher Training, Technical and Vocational Education, Digital Pedagogy

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AUTHOR(S)

Jojokazi P. Mgetyana holds a Master’s Degree specialising in Technical and Vocational Education (TVE). Mgetyana is a lecturer at Walter Sisulu University (WSU), specializing in the Electrical Technology module within the Department of Mathematics, Science and Technology Education in the Faculty of Education. With a keen focus on TVE curriculum development and policy, Mgetyana is passionate about fostering innovation and excellence in electrical technology, STEM, and STEAM disciplines. Committed to advancing education and empowering future teachers, Mgetyana’s work significantly contributes to the development of technical skills and technology literacy. Mgetyana is willing to make a meaningful impact on education systems, especially the TVE, and empower learners to excel in a rapidly changing technological landscape.

TO CITE ARTICLE

Mgetyana, Jojokazi Priscilla. “Clicking into Competence: Digital Learning Platforms for Teacher Training in South African Technical and Vocational Education Curriculum.” Journal of Education and Learning Technology 6, no. 12 (2025): 1647 – 1660. https://doi.org/10.38159/jelt.202561230.