Teachers’ experiences on teaching Economics
concepts in selected secondary schools: A case study of KwaZulu-Natal, South Africa

Ngcobo Khanyisile HappinessORCID iD & Ngqunguza AvelaORCID iD

Issue: Vol. 7 No. 9 2026 Article 1 pp. 1024 – 1035
DOI : https://doi.org/10.38159/jelt.2026791 Published online 27th October 2026.

© 2026 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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Learners often perceive Economics as a difficult subject. This difficulty may stem from the abstract nature of key concepts, the unique analytical thinking the discipline requires, or the traditional methods by which it is taught. Within this context, certain disciplinary ideas referred to as threshold concepts are considered educationally critical for learners to develop a deep understanding of economics. These concepts are often troublesome and transformative, require both cognitive and emotional engagement, and highlight the inseparability of disciplinary learning from the learner’s personal context. This study is within the interpretive paradigm and adopts a qualitative case study design. Purposive sampling was used to select ten economics teachers, who participated in semi-structured, face-to-face interviews. Data was analysed using both deductive and inductive approaches. The semi-structured face-to-face interviews were recorded, transcribed, and analysed using thematic coding to identify common patterns and themes. The findings revealed that many economics teachers have not received formal subject-specific training. In conclusion, the teaching and learning of Economics in KwaZulu-Natal Province secondary schools are hindered by structural, pedagogical, and contextual challenges. A primary issue is the inadequate training of Economics teachers, which diminishes their content knowledge and teaching effectiveness, resulting in poor learner performance. Based on these findings, the study recommends organising regular workshops and refresher courses tailored specifically for economics educators to enhance subject knowledge and pedagogical competence. This study provides a valuable contribution to the limited qualitative research on Economics education in South African secondary schools, specifically in the KwaZulu-Natal Province.

Keywords: Economics, Concepts, Experiences, Threshold Framework.

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Khanyisile Happyness Ngcobo has completed her MEd degree at the University of KwaZulu-Natal and was a cluster leader at Izingolweni cluster in Ugu district. She is regarded by many as a professional teacher, having spent over ten years teaching Grade 12 at Mthusi High School. She completed her BEd degree at the Durban University of Technology and further on went to the University of KwaZulu-Natal, completing her Education Leadership, Management, and Policy Honours, and Master of Education (MEd) in the same field. She is currently completing her PhD at Iyunivesithi Walter Sisulu. Khanyisile has a deep and abiding respect and love for research. The focus of her MEd thesis was the role of subject advisors in supporting teaching and learning in secondary schools in deprived contexts. Khanyisile is also a facilitator of the Mathematical Literacy and Economics for the Just-in-Time programme at both Provincial and District level in KwaZulu-Natal. The programme aims to expose educators to different methodologies that they may utilise in the teaching of different Maths Literacy and Economics topics. Another aim is to address the issues of misconceptions and common errors that emerge in the learners’ matric NSC final examination papers. She is a lead educator of the Matric Intervention Programme (MIP). The aim is to improve matric learners’ NSC examination performance. In 2018, she was appointed as a senior marker for Economics and Maths Literacy. Currently, she is doing her PhD and is a lecturer for Economics education at Walter Sisulu; she uses her drive, untiring commitment, and endless desire for knowledge to teach and, more importantly, inspire young people.

Mr. Avela Ngqunguza is a registered Doctor of Philosophy (PhD) in Education student. He holds a degree of Master of Education(MEd), Bachelor of Education Honours in Inclusive Education, and Bachelor of Education (BEd). Currently, he is a lecturer in the Business and Management Education Department (BME Dep.) in the Faculty of Education (FED) at Walter Sisulu University(WSU), geographically located in the Eastern Cape Province of South Africa. His research focuses on finding solutions or measures that could be implemented to decrease the phasing out of commerce streams, especially Accounting, in secondary schools in the Eastern Cape, South Africa. With a passion for exploring the reasons, perspectives, and impacts of educational policy changes, Avela Ngqunguza is committed to understanding the broader implications for learners, teachers, and communities. He aims to contribute valuable insights to the discourse on curriculum development and its role in shaping South Africa’s education landscape.

 

Happiness, Ngcobo Khanyisile, and Ngqunguza Avela. “Teachers’ experiences on teaching Economics concepts in selected secondary schools: A case study of Kwazulu-Natal, South Africa.” Journal of Education and Learning Technology 7, no.9 (2026): 1024 – 1035. https://doi.org/10.38159/jelt.2026791

© 2026 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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