Evaluating Adult Educators’ Perceptions of the Pedagogical Value of ICT Integration in Community Learning Centres in South Africa
Keywords:
community learning centres; ICT integration; pedagogical value; adult learning; activity theory.Abstract
The integration of Information and Communication Technology (ICT) has become central to educational transformation worldwide, yet evidence on its pedagogical value in Adult Basic Education and Training (ABET) remains limited, particularly in resource-constrained contexts (Ditlhale & Van den Berg, 2024; Nchabeleng, 2024). Existing research has focused largely on technological access and infrastructure, with comparatively little attention given to how key stakeholders perceive the educational value of ICT in adult learning (Daniels, 2022; Maceke, Nkoana, & Chauke, 2026). This study addresses this gap by exploring the perceptions of adult educators, adult learners, and centre managers regarding the pedagogical value of ICT integration in community learning centres in South Africa. Guided by an interpretivist paradigm, the study employed a qualitative multiple-case study design involving two community learning centres. Semi-structured interviews were conducted with 10 purposively selected participants: 4 adult educators, 4 adult learners and 2 centre managers. Data were analysed using the thematic analysis of Braun and Clarke (2021). Four interconnected themes emerged: enhanced learner engagement and motivation; improved conceptual understanding through visualisation; support for diverse learning needs; and perceived improvement in learner confidence and academic performance. However, participants also identified persistent institutional barriers, including inadequate infrastructure, unreliable connectivity, limited access to digital resources, and insufficient pedagogically focused professional development, which constrained meaningful ICT integration. Interpreted through activity theory (Engeström, 1987), the findings demonstrate that effective ICT integration depends not only on technological availability but also on interactions among educators, learners, institutional support, and organisational conditions. The study contributes to the limited scholarship on ICT integration in adult education by providing stakeholder-informed evidence to support policy development, educator professional development, and the advancement of digitally inclusive adult learning environments in South Africa and comparable educational contexts.
https://doi.org/10.26803/ijlter.25.9.34
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