Journal of Education and Learning Technology (JELT) - ISSN 2720-7730

Adeshina, A E. “The Transformative Role of Digital Resources in Teaching and Learning.” Open Journal of Educational Development (ISSN: 2734-2050) 5, no. 1 (2024): 1–9.

Agrahari, Sunil Kumar. “The Crucial Role of Accessibility Tools and Software in Meeting the Needs of Individuals with Learning Disabilities.” Cutting Edge in Special Education 121 (2023).

Akinyemi, Adeola Folasade, Symphorosa Rembe, Jenny Shumba, and Toyin Mary Adewumi. “Collaboration and Mutual Support as Processes Established by Communities of Practice to Improve Continuing Professional Teachers’ Development in High Schools.” Cogent Education 6, no. 1 (2019): 1685446.

Angeli, Charoula, and Nicos Valanides. Technological Pedagogical Content Knowledge: Exploring, Developing, and Assessing TPCK. Springer, 2014.

Ansong, David, Sarah R Eisensmith, Moses Okumu, and Gina A Chowa. “The Importance of Self-Efficacy and Educational Aspirations for Academic Achievement in Resource-Limited Countries: Evidence from Ghana.” Journal of Adolescence 70 (2019): 13–23.

Aruleba, Kehinde, and Nobert Jere. “Exploring Digital Transforming Challenges in Rural Areas of South Africa through a Systematic Review of Empirical Studies.” Scientific African 16 (2022): e01190.

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Baran, Evrim, and Erdem Uygun. “Putting Technological, Pedagogical, and Content Knowledge (TPACK) in Action: An Integrated TPACK-Design-Based Learning (DBL) Approach.” Australasian Journal of Educational Technology 32, no. 2 (2016).

Belachew, Meberate, Askalemariam Adamu, Asmamaw Ashete, and Shegaw Mengistie. “The Impact of Digital Empowerment Training on the Awareness of Assistive Technologies and Digital Competence Skills among Students with Visual Impairment.” Disability and Rehabilitation: Assistive Technology 20, no. 8 (2025): 2872–84.

Braun, Virginia, and Victoria Clarke. “Using Thematic Analysis in Psychology.” Qualitative Research in Psychology 3, no. 2 (2006): 77–101.

Charles, Tendai, and Ayesha Alshamsi. “Navigating Challenges in Technology Integration for Inclusive Classrooms: Insights for Pre-Service Teachers.” In Empowering Pre-Service Teachers to Enhance Inclusive Education through Technology, 87–126. IGI Global Scientific Publishing, 2025.

Cheng, Li, Pavlo D Antonenko, and Albert D Ritzhaupt. “The Impact of Teachers’ Pedagogical Beliefs, Self-Efficacy, and Technology Value Beliefs on 3D Printing Integration in K-12 Science Classrooms.” Educational Technology Research and Development 72, no. 1 (2024): 181–208.

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Dlamini, Reuben. “Digital Equity in Schools: A Multilevel Analysis of in-Service Teachers’ Technological Knowledge Competencies.” Journal of Educational Studies 21, no. 2 (2022): 40–60.

Donohue, Dana, and Juan Bornman. “The Challenges of Realising Inclusive Education in South Africa.” South African Journal of Education 34, no. 2 (2014).

Ed-dali, Rachid. “Bridging the Gap: The Role of Assistive Technologies in Enhancing Translation Accessibility for Visually Impaired Learners in Moroccan Higher Educational Institutions.” Journal of Interdisciplinary Studies in Education 14, no. 3 (2025): 121–48.

Edwards, Sydney. “Accessibility of Resource-Constrained Urban Communities for Female Wheelchair Users in the South African Context.”  University of the Witwatersrand, 2022.

Engelbrecht, Petra. “Inclusive Education: Developments and Challenges in South Africa.” Prospects 49, no. 3 (2020): 219–32.

Evmenova, Anya S, and Cathy Bodine. “Assistive Technology Outcomes and Benefits,” 2025.

Ezeudu, Tochukwu S, and Taofiq James Fadeyi. “Examining the Influence of Infrastructure Deficit on Economic Activities, Education, and Healthcare in Rural Areas of Nigeria.” Nnamdi Azikiwe Journal of Political Science 9, no. 1 (2024): 155–76.

Falloon, Garry. “From Digital Literacy to Digital Competence: The Teacher Digital Competency (TDC) Framework.” Educational Technology Research and Development 68, no. 5 (October 29, 2020): 2449–72. https://doi.org/10.1007/s11423-020-09767-4.

Fanu, Guy Le, Elena Schmidt, and Bhavisha Virendrakumar. “Inclusive Education for Children with Visual Impairments in Sub-Saharan Africa: Realising the Promise of the Convention on the Rights of Persons with Disabilities.” International Journal of Educational Development 91 (2022): 102574.

Feng, Jiyuan, Bin Yu, Wee Hoe Tan, Zetian Dai, and Zengkun Li. “Key Factors Influencing Educational Technology Adoption in Higher Education: A Systematic Review.” PLOS Digital Health 4, no. 4 (2025): e0000764.

Gilkes, Armando Leon. “Teachers’ Knowledge and Self-Efficacy Beliefs as Factors Affecting Technology Integration Practices.”  Walden University, 2020.

Gomez Jr, Frank C, Jesús Trespalacios, Yu-Chang Hsu, and Dazhi Yang. “Exploring Teachers’ Technology Integration Self-Efficacy through the 2017 ISTE Standards.” TechTrends 66, no. 2 (2022): 159–71.

Gulzoda, Tashmatova. “Enhancing the Methodology for Developing Professional Pedagogical Competence of Future Teachers in Digital Technologies.” American Journal of Pedagogical and Educational Research 21 (2024): 28–33.

Hall, Allison, Lida Uribe-Flórez, and Kerry Rice. “Studying Teachers’ Self-Efficacy and Experience While Empowering Technology Use through Personalized Professional Learning.” Journal of Technology and Teacher Education 27, no. 3 (2019): 373–413.

Jackson, Kimberly. “Universal Design for Learning (UDL) and Technological Pedagogical and Content Knowledge (TPACK): Content and Technology Integration.” In SITE Interactive Conference, 689–96. Association for the Advancement of Computing in Education (AACE), 2020.

Jahan, Alhadi M, Paulette Guitard, and Jeffrey W Jutai. “Assistive Devices Non-Use, Abandonment, or Non-Adherence? Toward Standard Terminology for Assistive Devices Outcomes.” Assistive Technology 37, no. 5 (2025): 388–98.

Koehler, Karen E, and Tiffany A Wild. “Students with Visual Impairments’ Access and Participation in the Science Curriculum: Views of Teachers of Students with Visual Impairments.” Journal of Science Education for Students with Disabilities 22, no. 1 (2019): 8.

Koehler, Matthew, and Punya Mishra. “What Is Technological Pedagogical Content Knowledge (TPACK)?” Contemporary Issues in Technology and Teacher Education 9, no. 1 (2009): 60–70.

Krauss, Joachim K, Nir Lipsman, Tipu Aziz, Alexandre Boutet, Peter Brown, Jin Woo Chang, Benjamin Davidson, Warren M Grill, Marwan I Hariz, and Andreas Horn. “Technology of Deep Brain Stimulation: Current Status and Future Directions.” Nature Reviews Neurology 17, no. 2 (2021): 75–87.

Lebona, Mathabo Joalane Catherine. “Enhancing Teachers’ Skills to Improve Academic Performance among Learners with Visual Impairment: A Case of Selected Primary Schools in Maseru, Lesotho.”  University of the Free State, 2024.

Lim, Weng Marc. “What Is Qualitative Research? An Overview and Guidelines.” Australasian Marketing Journal 33, no. 2 (2025): 199–229.

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Lupiáñez, José Luis, Daniela Olivares, and Isidoro Segovia. “Examining the Role Played by Resources, Goals and Orientations in Primary Teachers’ Decision-Making for Problem-Solving Lesson Plans.” ZDM–Mathematics Education 56, no. 6 (2024): 1153–67.

Matolo, Mantheme Florina, and Awelani M Rambuda. “Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa.” International Journal of Learning, Teaching and Educational Research 20, no. 9 (2021): 207–21.

Memon, Farhat Naureen, and Sarwat Naureen Memon. “Digital Divide and Equity in Education: Bridging Gaps to Ensure Inclusive Learning.” In Impact of Digitalization on Education and Social Sustainability, 107–30. IGI Global Scientific Publishing, 2025.

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Msimango, Welile Ntombifuthi. “Empowering Pre-Service Teachers to Enhance Inclusive Education Through Technology: Digital Pedagogy as a Catalyst for Empowering South African Pre-Service Teachers.” Empowering Pre-Service Teachers to Enhance Inclusive Education Through Technology, 2025, 59–86.

Musah, Abdul Razak, Derick Vosloo, and Wayne Draai. “Influencing Building and Infrastructure Poor Performance to Inadequate Maintenance Budget and Funding.” In Construction in 5D: Deconstruction, Digitalization, Disruption, Disaster, Development: Proceedings of the 15th Built Environment Conference, 345–62. Springer, 2022.

Naidoo, Tashlynne. “An Evaluation of Teachers’ Digital Learning Competencies to Integrate Technology-Supported Materials in the Teaching-Learning Process.” University of the Witwatersrand, 2020.

Nassar, Farid Saber, Ahmed Osman Abbas, and Hassan Al-Sify. “Enhancing Quality of Learning Experiences for Students with Disabilities in Higher Education Institutions in Alignment with Sustainable Development Goals.” Journal of Ecohumanism 3, no. 7 (2024).

Nhlumayo, Buhle Stella. “The Dynamics of Implementing School-Based Teacher Professional Development in South Africa: A Case Study of One Rural Education Circuit in KwaZulu-Natal.” University of KwaZulu-Natal, 2020.

32. Nyumba, Tobias, Kerrie Wilson, Christina J Derrick, and Nibedita Mukherjee. “The Use of Focus Group Discussion Methodology: Insights from Two Decades of Application in Conservation.” Methods in Ecology and Evolution 9, no. 1 (2018): 20–32.

Ofosu-Asare, Yaw. “Developing Classroom ICT Teaching Techniques, Principles and Practice for Teachers in Rural Ghana without Access to Computers or Internet: A Framework Based on Literature Review.” The International Journal of Information and Learning Technology 41, no. 3 (2024): 262–79.

Pervin, Nasrin, and Mahani Mokhtar. “The Interpretivist Research Paradigm: A Subjective Notion of a Social Context.” International Journal of Academic Research in Progressive Education and Development 11, no. 2 (2022): 419–28.

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Rousey, Renée R. “Teachers’ Attitudes, Beliefs, and Confidence Levels and Technology Integration in Urban Schools.” Walden University, 2020.

Rusconi, Laura, and Myriam Squillaci. “Effects of a Universal Design for Learning (UDL) Training Course on the Development Teachers’ Competences: A Systematic Review.” Education Sciences 13, no. 5 (2023): 466.

Senjam, Suraj Singh, and Souvik Manna. “Assistive Technology and Disabilities in the Context of Sustainable Developmental Goals.” In The Palgrave Encyclopedia of Disability, 1–12. Springer, 2024.

Shafik, Wasswa. “SDG 4: Quality Education—Digital Platforms for Inclusive Learning.” In Factoring Technology in Global Sustainability: A Focus on the Sustainable Development Goals, 163–93. Springer, 2025.

Sharma, M. Inclusive Education and Parental Involvement: Mainstream School and Integration of Disabled Children. Laxmi Book Publication, 2024.

Starks, Allison C, and Stephanie M Reich. ““What about Special Ed?“: Barriers and Enablers for Teaching with Technology in Special Education.” Computers & Education 193 (2023): 104665.

Stenman, Saga, and Fanny Pettersson. “Remote Teaching for Equal and Inclusive Education in Rural Areas? An Analysis of Teachers’ Perspectives on Remote Teaching.” The International Journal of Information and Learning Technology 37, no. 3 (2020): 87–98.

Stratton, Samuel J. “Purposeful Sampling: Advantages and Pitfalls.” Prehospital and Disaster Medicine 39, no. 2 (2024): 121–22.

Talafhah, W F, and Ruba Fahmi Bataineh. “Breaking Barriers: Assistive Technology for Visually Impaired EFL Educators.” International Journal of Learning, Teaching and Educational Research 24, no. 4 (2025): 813–29.

Tohara, Abdul Jalil Toha, Shamila Mohamed Shuhidan, Farrah Diana Saiful Bahry, and Mohd Norazmi Bin Nordin. “Exploring Digital Literacy Strategies for Students with Special Educational Needs in the Digital Age.” Turkish Journal of Computer and Mathematics Education 12, no. 9 (2021): 3345–58.

Toit, Dorita Du. “Service-Learning within Field Experience of Physical Education Teacher Education in South Africa: Experiences of Pre-Service and in-Service Teachers.” South African Journal for Research in Sport, Physical Education and Recreation 41, no. 1 (2019): 13–29.

Tseng, Jun-Jie, Ching Sing Chai, Lynde Tan, and Moonyoung Park. “A Critical Review of Research on Technological Pedagogical and Content Knowledge (TPACK) in Language Teaching.” Computer Assisted Language Learning 35, no. 4 (2022): 948–71.

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Tzafilkou, Katerina, Maria Perifanou, and Anastasios A Economides. “STEM Distance Teaching: Investigating STEM Teachers’ Attitudes, Barriers, and Training Needs.” Education Sciences 12, no. 11 (2022): 790.

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White, Robert, and Grace Fletcher. “Navigating Inclusive Education in Mainstream Primary Schools: A Phenomenological Study of Teachers’ Perceptions and Experiences.” International Journal of Inclusive Education, 2025, 1–29.

Ms. Nyameka Coceka Sipamla is a South African educator and specialist in inclusive education, with a particular focus on learners who are visually impaired or blind. Her work is grounded in the principles of equity, accessibility, and the right to quality education for all learners, especially those who experience barriers to learning. Sipamla has contributed to advancing inclusive teaching practices by promoting the use of adaptive strategies such as Braille literacy, assistive technologies, and differentiated instruction. Her approach aligns with South Africa’s inclusive education framework, which seeks to integrate learners with disabilities into both special and mainstream schooling environments.  She is particularly concerned with addressing the shortage of adequately trained teachers in the field of visual impairment education and advocates for ongoing professional development to equip educators with the necessary pedagogical and technological skills. Her work reflects a broader commitment to ensuring that visually impaired learners are not marginalised but are supported to achieve academic success and social inclusion. Through her teaching, mentorship, and advocacy, Sipamla contributes to creating more inclusive and responsive educational systems, particularly in under-resourced and rural contexts where the challenges of disability and access to education are most pronounced.

Dr. Thabisa Maqoqa is a Senior Lecturer and PGCE Coordinator in the Department of Adult and Education Foundation. Her research focuses on mathematics education, inclusive pedagogy, digital transformation, artificial intelligence in education, curriculum innovation, and teacher development. She has a particular interest in advancing equitable, quality education in rural and under-resourced communities in South Africa.

Sipamla, Nyameka Coceka  & Thabisa Maqoqa. “Teacher digital competence and confidence for Assistive Technology integration: A case study of a selected school in the Eastern Cape Province.” Journal of Education and Learning Technology 7, no.3 (2026): 256 – 272. https://doi.org/10.38159/jelt.2026734