Inadequate Teacher Training as a Barrier to ICT Integration in Early Childhood Education: A Case of Selected Primary Schools in Tshwane West District Circuit 4

The integration of information and communication technology (ICT) in education is essential for fostering digital literacy and preparing learners for future employment. However, many regions, particularly in developing countries, continue to face challenges in incorporating ICT effectively into early childhood education (ECE). This study investigates the impact of inadequate teacher training on ICT integration within South Africa’s Gauteng region, focusing on schools in the Winterveldt Circuit 4. Guided by Rogers’ diffusion of innovation theory, the study employed a quantitative research approach, collecting data from 200 Foundation Phase teachers to assess their attitudes towards ICT, the challenges they face, and the availability of digital resources. The data analysis that was conducted using descriptive and inferential statistics, revealed that while teachers acknowledge the benefits of ICT in education, integration efforts are hindered by insufficient training in pedagogical applications, limited access to digital tools, unreliable internet connectivity, and inadequate institutional support. The findings highlight the urgent need for comprehensive professional development, increased access to digital infrastructure, and stronger policy interventions to bridge the digital divide. The study recommends targeted teacher training programmes, equitable resource allocation, and policy reforms to ensure the effective implementation of ICT in early learning environments. By addressing these systemic barriers, the education sector can promote inclusive and technology-driven learning, equipping young learners with essential digital skills for academic and professional success.