Information and Communication Technology Capabilities for Pre-service Teachers in South Africa: An Education Policy Analysis

In South Africa’s evolving education system, integrating Information and Communication Technologies (ICTs) in teacher education has become increasingly vital. This article critically examines how contemporary South African teacher education policy—specifically the Minimum Requirements for Teacher Education Qualifications (MRTEQ, 2015)—conceptualises the role of ICT in pre-service teacher training. Drawing on the Capability Approach (CA), the article explores whether MRTEQ adequately addresses the diverse backgrounds and digital readiness of pre-service teachers and supports the development of their ICT competencies. The study explores ICT capability development in teacher education using the CA, an evaluative framework emphasising individuals’ freedoms and opportunities. A conceptual research design (CRD) was employed in this study, which is a qualitative research design associated with ideas and concepts about a phenomenon being studied. Interpretivism was used as the paradigm, and the analysis highlights the complex interplay between policy intentions and implementation realities. Embedding ICT within fundamental and disciplinary learning is challenging. While MRTEQ promotes a progressive vision for digitally capable educators, infrastructural constraints, unequal access, and varied student experiences remain significant barriers. Moreover, there is no standardised approach to ICT integration in teacher training in South African Universities. This study ultimately argues for a more inclusive and practical approach to ICT integration in teacher education, one that aligns policy frameworks with the lived realities of pre-service teachers and enhances their capabilities to navigate and innovate in 21st-century classrooms. An important avenue for further research may be a quantitative study that tests the identified capabilities and views of the PST in terms of what MRTEQ (2015) advocates.