The role of technology in bridging the educational gap in rural South African high schools: The case of Lebopo Circuit, Capricorn District, Limpopo Province

The role of technology in bridging the educational gap in rural South African high schools: The case of Lebopo Circuit, Capricorn District, Limpopo Province

Cathrine Lekgothoane , Mohammed Ntshangase & Nkateko Success Makhobela

Issue: Vol. 7 No. 1 2026 Article 4 pp.45 -58
DOI : https://doi.org/10.38159/jelt.2026714 Published online 18th February 2026.

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ABSTRACT

The integration of technology can facilitate access to quality learning materials, enhance teaching methodologies, and improve learners’ engagement. However, the implementation of technology in these contexts also presents significant challenges, including infrastructure limitations, digital literacy gaps, and the need for sustainable support systems. This study explores the potential of technology to bridge the educational gap in rural South African high schools. It highlights the historical inequality in education and the benefits of technology integration, such as access to online learning platforms, digital libraries, and interactive software. Social constructivism and the Technology Acceptance Model were used to underpin the study. A qualitative research approach and a descriptive case study research design were employed. Semi-structured interviews and observations were used as data collection methods. The sample consisted of eight participants, including four high school principals knowledgeable in Information and Communication Technology (ICT) and four teachers proficient in implementing ICT within the curriculum. Through interviews and document review, the research identified significant challenges faced during technology integration initiatives. The research may contribute to the body of knowledge on the integration of ICT in education. The findings of this research are expected to contribute to the existing body of knowledge on ICT integration in education, benefiting the Department of Basic Education (DBE), district and circuit managers, curriculum designers and advisors, teachers, and learners. The research recommends teachers’ professional development and enhanced support systems to facilitate the successful integration of technology in rural educational environments.

Keywords: Technology, Rural Schools, Digital Divide, Bridging Gap

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AUTHOR(S)

Raesetja Letjobana Cathrine Lekgothoane holds a master’s degree in Curriculum Studies and has submitted her PhD thesis; currently awaiting feedback from the university. Her areas of research interest include technology in education, educational management, and cyberbullying. She attended 5 academic conferences and delivered 4 presentations at national academic conferences. She has published four articles in DHET-accredited journals.

Mohammed Xolile Ntshangase holds a PhD in philosophy, and he is currently affiliated with the University of Limpopo, where he serves as a senior lecturer within the Education Studies department. Within the Department of Education Studies, Dr Mohammed serves as a lecturer of Philosophy & Psychology of Education. His areas of research interest are African philosophy, philosophy of education, psychology of education, and gender studies. He has attended and presented papers at 15 academic conferences, including national and international ones, and he has more than 60 publications in DHET-accredited journals.

Nkateko Success Makhobela is a PhD candidate in Educational Administration and has received ethical clearance to collect data from schools this year. Her research interests include rural school leadership, equity and social justice in education, teacher agency, educational policy, and culturally responsive leadership practices.

TO CITE ARTICLE

Lekgothoane, Cathrine, Mohammed Ntshangase & Nkateko Success Makhobela. “The Role of Technology in Bridging the Educational Gap in Rural South African High Schools: The Case of Lebopo Circuit, Capricorn District, Limpopo Province,” Journal of Education and Learning Technology 7, no. 1 (2025): 45 – 58. https://doi.org/10.38159/jelt.2026714