An Outcry from the Classroom: Advancing Virtual Reality and Augumented Reality Integration in Grade 12 Mathematics through Deliverology and Implementation Science Frameworks in Gauteng North

This article investigates the systemic, pedagogical, and contextual barriers to integrating Virtual Reality (VR) and Augmented Reality (AR) in the teaching of Grade 12 Mathematics within Community Learning Centres (CLCs) in Gauteng North, South Africa. Despite the Department of Higher Education and Training (DHET’s) ongoing emphasis on the integration of digital technologies in education, CLCs remain marginalised due to historical inequalities, infrastructural deficits, and a lack of institutional support. Adopting a qualitative case study design grounded in the constructivist paradigm, the study utilised focus group discussions with mathematics teachers across selected CLCs to examine their lived perceptions regarding technology integration. Using thematic analysis, five key themes emerged: the absence of digital tools, strong aspirational support for technology, teacher-led workarounds, resource inequities, and the personal burden borne by teachers. Findings reveal that while immersive technologies are not currently in use, teachers value their potential for improving student engagement and conceptual understanding. However, integration efforts are hindered by a lack of digital infrastructure, formal training, and institutional support. To address these constraints, the study recommends a dual-framework approach that applies Deliverology for strategic goal-setting and accountability, alongside Implementation Science to ensure responsive, context-driven innovation. The research concludes that successful VR and AR integration in CLCs requires coordinated investment, policy alignment, and sustained professional development. By foregrounding teacher voices and local contexts, the study contributes to ongoing efforts to advance digital equity in South Africa’s post-school education system and offers a practical roadmap for implementing immersive technologies in under-resourced learning environments.