Teachers’ and learners' readiness to integrate smartphones in South African Physical Sciences education

Historically, South African learners have struggled in science subjects due to resource limitations, including the high costs of building laboratories, acquiring equipment, and school vandalism. These challenges continue to hinder efforts to improve pass rates in Physical Sciences (PS). Despite the widespread accessibility of smartphones, their potential to address resource gaps and the readiness of teachers and learners remain underexplored. This multiple-case study examines the readiness of teachers and learners to integrate smartphones into PS education. The objectives were to assess and compare both groups' preparedness to adopt smartphones as an instructional tool. A sequential mixed-methods approach was employed, using structured questionnaires and semi-structured interviews. The sample included 338 learners from grades 10, 11, and 12, and nine teachers from three purposefully selected schools. Quantitative data were analyzed using descriptive statistics and t-tests, while qualitative data were manually coded, categorized, and thematically analyzed. Despite challenges such as financial costs, inconsistent internet access, and concerns about teacher displacement, approximately two-thirds of participants held positive perceptions of smartphone integration, highlighting the need for structured oversight and training. Learners exhibited greater enthusiasm (Mean = 3.84) than teachers (Mean = 3.45). However, this was not statistically significant (p $$> 0.05)$$. The findings reveal some consensus that smartphones, when carefully integrated, can enhance PS learning. It provides a novel, context-specific assessment of both teachers and learners, highlighting smartphones’ potential to bridge resource gaps. The findings also hold significant implications for science education policy, teacher training, and strategic planning, offering practical solutions for resource-constrained environments.