South African life sciences teachers’ perceptions and experiences with digital tools integration in grade 10 classrooms

This study investigated the integration of Information and Communication Technology (ICT) tools in Tenth-grade Life Sciences classrooms in selected schools in Bloemfontein, South Africa. Four tenth-grade Life science teachers were purposively selected to participate in this qualitative research. Utilising Braun and Clarke’s (Qual Res Sport Exerc Health 11:589-597, 2019; Qual Res Psychol 18:328-352, 2021) six-phase framework for thematic analysis, the research examined teachers’ experiences, positive perceptions regarding engagement and performance, and challenges in implementing digital technology. Four key themes emerged: (1) forms of digital tools and their benefits, (2) teachers’ perceptions, (3) barriers to integration, and (4) strategies to address challenges. Findings revealed that tools like PowerPoint and Smartboards enhanced engagement and academic performance, but barriers such as limited resources, poor connectivity, and insufficient training hindered effective use. The study underscores the urgent need for professional development, infrastructure investment, and policy support in South Africa’s educational context. Recommendations include structured ICT training, equitable resource distribution, and leveraging constructivist and TPACK frameworks to align technology with pedagogy.