Enhancing technology integration in economics education: A systematic review of teachers’ digital competencies, challenges, and institutional support in South African high schools

Oluwatoyin Ajani

Keywords:

Teachnological Pedagogical Content Knowledge (TPACK)

Technology integration

Economics Education

Professional Development

Digital Integration

Abstract

The integration of technology into economics education has the potential to enhance teaching and learning experiences, yet its adoption remains inconsistent in South African schools. This study investigates how teachers in high schools access, use, and integrate digital technologies into their instructional practices. The Technological Pedagogical Content Knowledge (TPACK) framework underpins the study, providing a lens to examine teachers' digital competencies, institutional challenges, and professional development needs. A systematic literature review (SLR) was conducted, drawing on peer-reviewed studies from 1990 to 2025, sourced from Google Scholar, Scopus, and Web of Science. Using thematic analysis, five core themes were identified: (1) Teachers' digital competencies, (2) Challenges of ICT integration, (3) Institutional and policy support, (4) Student engagement and learning outcomes, and (5) Professional development in digital pedagogy. Findings reveal that while most teachers recognise the benefits of technology, access remains unequal, particularly in under-resourced schools. Moreover, teachers with access to digital resources exhibit higher confidence and engagement levels. However, insufficient training, lack of infrastructure, and minimal institutional support hinder effective ICT adoption. The study highlights the need for targeted professional development, policy reforms, and investment in digital infrastructure to enhance technology integration in economics classrooms. By providing a systematic synthesis of existing research, this study contributes to the discourse on improving digital literacy and pedagogical effectiveness among economics teachers in KwaZulu-Natal.
References
1. Adu, E. O., & Zondo, S. S. (2022). Chronicling teacher’s experiences in the teaching of Economics in the Covid-19 Era. International Journal of Research in Business and Social Science, 11(8). https://doi.org/10.20525/ijrbs.v11i8.2078
2. Arthur, F., & Kaku, D. W. (2020). The use of technology in the teaching of Economics: Perspectives of Economics students. Global Scientific Journal, 8(8), 2906–2919. http://www.globalscientificjournal.com
3. Aziz, A. (2020). Digital inclusion challenges in Bangladesh: The case of the National ICT Policy. Contemporary South Asia, 1–16. https://doi.org/10.1080/09584935.2020.1793912
4. Bjorklund, A. (2018). Eleven eastern cape teachers’ perceptions of the implementation of the curriculum assessment policy statement. UEMA University.
5. Brownlow, G., & Colvin, C. (2022). Economics history and the future of pedagogy in Economics. QUCEH Working Paper Series 2022-09. Queen’s University Belfast, Queen’s University Centre for Economics History. RePEc:Zbw:Qucehw:202209
6. Caulfield, J. (2022). How do thematic analysis/step-by-step guide & examples. Retrieved October 13, 2022, from https://www.scribbr.com/methodology/theanalysis/
7. Chinyere, O. A., Lynd, N. N., & Obidi, U. E. (2020). Issues in the use of ICT in Business Education in Tertiary Institutions in Anambra State. Nigerian Journal of Business Education (NIGJBED), 7(2), 424–437.
8. Chisadza, C., Clance, M., Mthembu, T., Nicholls, N., & Yitbarek, E. (2021). Online and face-to-face learning: Evidence from Students’ Performance during the COVID-19 Pandemic. African Development Review. https://doi.org/10.1111/1467-8268.12520
9. Chirwa, C., & Mubita, K. (2021). Preparedness of teachers and learners in the integration of information communication technologies in the teaching and learning of Geography in selected schools of Petauke District of Eastern Province in Zambia. International Journal of Research and Innovation in Social Science (IJRISS), 5(3), 456–463.
10. Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed method approaches. London: Sage.
11. Crossdale, J. O., Mbaegbu, R. E., & Nwosu, B. O. (2019). Utilization of information and communication technology (ICT) in teaching and learning of business subjects in junior secondary schools in Delta State. Nigerian Journal of Business Education (NIGJBED), 6(1), 246–255.
12. Department of Basic Education (DBE). (2021). DBE hosts workshop for providers of professional development in digital learning in Johannesburg. Retrieved June 1, 2022, from http://www.education.gov.za
13. Department of Basic Education. (2003). White paper on e-Education: Transforming learning and teaching through information communications technologies. Pretoria: Government Printing.
14. Department of Education [DoE]. (2012). National curriculum and assessment policy statement (CAPS): Senior phase grades 7-9. Pretoria: Economic and Management Sciences.
15. Hamed, B. (2021). The role of ICT in teaching and learning. Journal of Education, Linguistics and Literature, 1(2), 11–16. ISSN: 2583-102X (online).
16. Dewaele, J. M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioural learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research. https://eprints.bbk.ac.uk/id/eprint/44296/3/44296.pdf
17. EU Lifelong Learning Programme. (2020). Enhancing teachers’ digital skills through best practices and the online academy. http://www.digiskills-project.eu. Retrieved November 15, 2023.
18. Gubevu, B. W. S. (2022). Integrating information and communication technology in teaching in the select South African FET schools. University of Fort Hare. PhD thesis.
19. Islami, B., Arifin, Z., & Puspitorini, P. (2021). Strategy to strengthen teachers’ digital competency. Social Science, Education and Humanities Research, 640(7), 37–40.
20. Khan, Z. N. (2020). Role of ICT on the academic achievement of Madrasa students. International Research in Education, 8(2), 23–32. https://doi.org/10.5296/ire.v8i2.17277
21. Kharbach, M. (2023). Key digital skills for the 21st century teachers. Educational Technology and Mobile Learning. https://www.educatorstechnology.com/2013/05/a-weschart-on-pedagogy-vs-andragogy.html. Retrieved March 10, 2023.
22. Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. https://www.punyamishra.com/wp-content/uploads/2013/08/TPACK-handbookchapter-2013.pdf
23. Kzenek, G., & Christensen, R. (2015). The importance of computer attitudes and competencies in primary and secondary schools. In J. Voogt & G. Kzenek (Eds.), International handbook of information technology in primary and secondary education (pp. 321–328). New York: Springer.
24. Malinda, G. W. (2021). Factors influencing public primary schools’ implementation of a digital literacy program: A case of Nakuru North sub-country, Nakuru, Kenya. International Journal of Engineering Technology, Research and Management, 2(9), 1–28.
25. Ojo, O. A., & Adu, E. O. (2018). The effectiveness of information and communication technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province. South African Journal of Education, 38(2), 1–11.
26. Padayachee, K. (2017). A snapshot survey of ICT integration in South African schools. South African Computer Journal, 29(2), 36–65.
27. Tella, A., & Adu, E. O. (2019). Information communication technology (ICT) and curriculum development: The challenges for education for sustainable development. Indian Journal of Science and Technology, 2(3), 55–59. https://doi.org/10.17485/ijst/2019/v2i3.12
28. Trainor, L. R., & Bundon, A. (2020). Developing the craft: Reflexive accounts of doing reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 13, 1–22. https://doi.org/10.1080/2159676X.2020.1840423
29. Tony, O. A., Ashiru, O. B., Kehinde, J., & Oluwatoyi, A. (2018). Imperatives of Information and Communication Technology on potencies and skill gaps of educators and undergraduates of higher education institutions in Nigeria. International Journal of Information, Business, and Management, 10(1), 49–57.
30. Vagle, M. D. (2016). Crafting phenomenological research (2nd ed.). Routledge.
31. van de Ven, A. (2016). Grounding the research phenomenon. Journal of Change Management, 16(4), 265–270.
32. van Wyk, M. (2018). Economics student teachers’ views on the usefulness of a flipped classroom pedagogical approach for an open distance learning. Journal of Social Sciences, 35(2), 125–133.
33. Naidoo, J., & Singh-Pillay, A. (2025). Social justice implications of digital science, technology, engineering and mathematics pedagogy: Exploring a South African blended higher education context. Education and Information Technologies, 30(1), 131–157.
34. Ajani, O. A. (2024). Teachers’ Competencies in Digital Integration of Learning Contents in Dynamic Classroom Practices: A Review of Teacher Professional Development Needs. Acta Educationis Generalis, 14(3), 18–40. https://doi.org/10.2478/atd-2024-0016
35. Ainin, J., Tampus, M. G., & Eliseo, J. M. (2025). Teacher Leadership and Collaboration in Leading Curriculum Innovation: A Case Study on Effective Practices. International Journal of Research in Social Science and Humanities, 06(01), 96–114. https://doi.org/10.47505/ijrss.2025.1.7
36. Banjal, B., Berame, E. V., & Elesio, F. J. M. (2025). Harmonizing education: A case study on the constructive alignment approach to crisis in teacher education curriculum and licensure examination competencies. International Journal of Research in Social Science and Humanities, 06(01), 24–43. https://doi.org/10.47505/ijrss.2025.1.3
37. Aslan, S., Alanoğlu, M., & Karabatak, S. (2025). Enhancing 21st-century teaching competencies: The key role of digital literacy in connecting pre-service teachers’ TPACK. Information Development. https://doi.org/10.1177/02666669251315841
38. Arifuddin, A., Khoiriyah, S., Sugianto, H., & Karim, A. R. (2025). Integrating technological pedagogical content knowledge in Learning: A systematic review. Journal of Research in Instructional, 5(1), 16-39.
39. Ajani, O. A. (2024). Technological pedagogical content knowledge for twenty-first century learning skills. International Journal of Research in Business and Social Science (2147- 4478), 13(4), 468–476. https://doi.org/10.20525/ijrbs.v13i4.3355
40. Govender, S., Ajani, O. A., Ndaba, N. H., & Ngema, T. (2023). Making In-service Professional Development Effective in a Rural Context. In contextualising Rural Education in South African Schools, 78–95. https://doi.org/10.1163/9789004547025_006
41. Mncube, D. W., Ajani, O. A., Ngema, T., & Mkhasibe, R. G. (2023). Exploring the Problems of Limited School Resources in Rural Schools and Curriculum Management. UMT Education Review, 6(2), 1–31. https://doi.org/10.32350/uer.62.01

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Ajani, O. (2025). Enhancing technology integration in economics education: A systematic review of teachers’ digital competencies, challenges, and institutional support in South African high schools. Multidisciplinary Reviews, (| Accepted Articles). Retrieved from https://malque.pub/ojs/index.php/mr/article/view/8826

[1] Adu, E. O., & Zondo, S. S. (2022). Chronicling teacher’s experiences in the teaching of Economics in the Covid-19 Era. International Journal of Research in Business and Social Science, 11(8). https://doi.org/10.20525/ijrbs.v11i8.2078

[2] Arthur, F., & Kaku, D. W. (2020). The use of technology in the teaching of Economics: Perspectives of Economics students. Global Scientific Journal, 8(8), 2906–2919. http://www.globalscientificjournal.com

[3] Aziz, A. (2020). Digital inclusion challenges in Bangladesh: The case of the National ICT Policy. Contemporary South Asia, 1–16. https://doi.org/10.1080/09584935.2020.1793912

[4] Bjorklund, A. (2018). Eleven eastern cape teachers’ perceptions of the implementation of the curriculum assessment policy statement. UEMA University.

[5] Brownlow, G., & Colvin, C. (2022). Economics history and the future of pedagogy in Economics. QUCEH Working Paper Series 2022-09. Queen’s University Belfast, Queen’s University Centre for Economics History. RePEc:Zbw:Qucehw:202209

[6] Caulfield, J. (2022). How do thematic analysis/step-by-step guide & examples. Retrieved October 13, 2022, from https://www.scribbr.com/methodology/theanalysis/

[7] Chinyere, O. A., Lynd, N. N., & Obidi, U. E. (2020). Issues in the use of ICT in Business Education in Tertiary Institutions in Anambra State. Nigerian Journal of Business Education (NIGJBED), 7(2), 424–437.

[8] Chisadza, C., Clance, M., Mthembu, T., Nicholls, N., & Yitbarek, E. (2021). Online and face-to-face learning: Evidence from Students’ Performance during the COVID-19 Pandemic. African Development Review. https://doi.org/10.1111/1467-8268.12520

[9] Chirwa, C., & Mubita, K. (2021). Preparedness of teachers and learners in the integration of information communication technologies in the teaching and learning of Geography in selected schools of Petauke District of Eastern Province in Zambia. International Journal of Research and Innovation in Social Science (IJRISS), 5(3), 456–463.

[10] Creswell, J. W. (2018). Research design: Qualitative, quantitative, and mixed method approaches. London: Sage.

[11] Crossdale, J. O., Mbaegbu, R. E., & Nwosu, B. O. (2019). Utilization of information and communication technology (ICT) in teaching and learning of business subjects in junior secondary schools in Delta State. Nigerian Journal of Business Education (NIGJBED), 6(1), 246–255.

[12] Department of Basic Education (DBE). (2021). DBE hosts workshop for providers of professional development in digital learning in Johannesburg. Retrieved June 1, 2022, from http://www.education.gov.za

[13] Department of Basic Education. (2003). White paper on e-Education: Transforming learning and teaching through information communications technologies. Pretoria: Government Printing.

[14] Department of Education [DoE]. (2012). National curriculum and assessment policy statement (CAPS): Senior phase grades 7-9. Pretoria: Economic and Management Sciences.

[15] Hamed, B. (2021). The role of ICT in teaching and learning. Journal of Education, Linguistics and Literature, 1(2), 11–16. ISSN: 2583-102X (online).

[16] Dewaele, J. M., & Li, C. (2021). Teacher enthusiasm and students’ social-behavioural learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes. Language Teaching Research. https://eprints.bbk.ac.uk/id/eprint/44296/3/44296.pdf

[17] EU Lifelong Learning Programme. (2020). Enhancing teachers’ digital skills through best practices and the online academy. http://www.digiskills-project.eu. Retrieved November 15, 2023.

[18] Gubevu, B. W. S. (2022). Integrating information and communication technology in teaching in the select South African FET schools. University of Fort Hare. PhD thesis.

[19] Islami, B., Arifin, Z., & Puspitorini, P. (2021). Strategy to strengthen teachers’ digital competency. Social Science, Education and Humanities Research, 640(7), 37–40.

[20] Khan, Z. N. (2020). Role of ICT on the academic achievement of Madrasa students. International Research in Education, 8(2), 23–32. https://doi.org/10.5296/ire.v8i2.17277

[21] Kharbach, M. (2023). Key digital skills for the 21st century teachers. Educational Technology and Mobile Learning. https://www.educatorstechnology.com/2013/05/a-weschart-on-pedagogy-vs-andragogy.html. Retrieved March 10, 2023.

[22] Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The technological pedagogical content knowledge framework. https://www.punyamishra.com/wp-content/uploads/2013/08/TPACK-handbookchapter-2013.pdf

[23] Kzenek, G., & Christensen, R. (2015). The importance of computer attitudes and competencies in primary and secondary schools. In J. Voogt & G. Kzenek (Eds.), International handbook of information technology in primary and secondary education (pp. 321–328). New York: Springer.

[24] Malinda, G. W. (2021). Factors influencing public primary schools’ implementation of a digital literacy program: A case of Nakuru North sub-country, Nakuru, Kenya. International Journal of Engineering Technology, Research and Management, 2(9), 1–28.

[25] Ojo, O. A., & Adu, E. O. (2018). The effectiveness of information and communication technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province. South African Journal of Education, 38(2), 1–11.

[26] Padayachee, K. (2017). A snapshot survey of ICT integration in South African schools. South African Computer Journal, 29(2), 36–65.

[27] Tella, A., & Adu, E. O. (2019). Information communication technology (ICT) and curriculum development: The challenges for education for sustainable development. Indian Journal of Science and Technology, 2(3), 55–59. https://doi.org/10.17485/ijst/2019/v2i3.12

[28] Trainor, L. R., & Bundon, A. (2020). Developing the craft: Reflexive accounts of doing reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 13, 1–22. https://doi.org/10.1080/2159676X.2020.1840423

[29] Tony, O. A., Ashiru, O. B., Kehinde, J., & Oluwatoyi, A. (2018). Imperatives of Information and Communication Technology on potencies and skill gaps of educators and undergraduates of higher education institutions in Nigeria. International Journal of Information, Business, and Management, 10(1), 49–57.

[30] Vagle, M. D. (2016). Crafting phenomenological research (2nd ed.). Routledge.

[31] van de Ven, A. (2016). Grounding the research phenomenon. Journal of Change Management, 16(4), 265–270.

[32] van Wyk, M. (2018). Economics student teachers’ views on the usefulness of a flipped classroom pedagogical approach for an open distance learning. Journal of Social Sciences, 35(2), 125–133.

[33] Naidoo, J., & Singh-Pillay, A. (2025). Social justice implications of digital science, technology, engineering and mathematics pedagogy: Exploring a South African blended higher education context. Education and Information Technologies, 30(1), 131–157.

[34] Ajani, O. A. (2024). Teachers’ Competencies in Digital Integration of Learning Contents in Dynamic Classroom Practices: A Review of Teacher Professional Development Needs. Acta Educationis Generalis, 14(3), 18–40. https://doi.org/10.2478/atd-2024-0016

[35] Ainin, J., Tampus, M. G., & Eliseo, J. M. (2025). Teacher Leadership and Collaboration in Leading Curriculum Innovation: A Case Study on Effective Practices. International Journal of Research in Social Science and Humanities, 06(01), 96–114. https://doi.org/10.47505/ijrss.2025.1.7

[36] Banjal, B., Berame, E. V., & Elesio, F. J. M. (2025). Harmonizing education: A case study on the constructive alignment approach to crisis in teacher education curriculum and licensure examination competencies. International Journal of Research in Social Science and Humanities, 06(01), 24–43. https://doi.org/10.47505/ijrss.2025.1.3

[37] Aslan, S., Alanoğlu, M., & Karabatak, S. (2025). Enhancing 21st-century teaching competencies: The key role of digital literacy in connecting pre-service teachers’ TPACK. Information Development. https://doi.org/10.1177/02666669251315841

[38] Arifuddin, A., Khoiriyah, S., Sugianto, H., & Karim, A. R. (2025). Integrating technological pedagogical content knowledge in Learning: A systematic review. Journal of Research in Instructional, 5(1), 16-39.

[39] Ajani, O. A. (2024). Technological pedagogical content knowledge for twenty-first century learning skills. International Journal of Research in Business and Social Science (2147- 4478), 13(4), 468–476. https://doi.org/10.20525/ijrbs.v13i4.3355

[40] Govender, S., Ajani, O. A., Ndaba, N. H., & Ngema, T. (2023). Making In-service Professional Development Effective in a Rural Context. In contextualising Rural Education in South African Schools, 78–95. https://doi.org/10.1163/9789004547025_006

[41] Mncube, D. W., Ajani, O. A., Ngema, T., & Mkhasibe, R. G. (2023). Exploring the Problems of Limited School Resources in Rural Schools and Curriculum Management. UMT Education Review, 6(2), 1–31. https://doi.org/10.32350/uer.62.01

Abstract

References

How to cite