Volume 5, Issue 2 (June 2026)
IJER 2026, 5(2): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Mhlongo T. (2026). Teachers’ Perceptions of Coding and Robotics Integration in Mpumalanga Province Schools. IJER. 5(2),
URL: http://ijer.hormozgan.ac.ir/article-1-370-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-370-en.html
Ph.D. Student of College of Science, Engineering and Technology, University of South Africa, Pretoria, South Africa , t.man907@hotmail.com
Abstract: (46 Views)
Objective: This study aimed to examine the perceptions of teachers in Mpumalanga Province regarding the integration of coding and robotics into the science curriculum. The focus was on identifying existing attitudes, challenges, and the support required for effective implementation.
Methods: A mixed-methods research design was employed, involving both quantitative and qualitative approaches. Data were collected from 47 teachers across selected schools in the province. Quantitative data were gathered through structured questionnaires, while qualitative insights were obtained via semi-structured interviews. Descriptive statistics were used to analyse the quantitative data, and thematic analysis was applied to the qualitative responses.
Results: Findings revealed that teachers generally held positive attitudes towards integrating coding and robotics, recognizing their relevance in preparing learners for future careers. However, several significant challenges were identified, including inadequate infrastructure, limited teaching resources, insufficient training, and a lack of ongoing professional development. Additionally, some teachers reported cultural perceptions and misconceptions as barriers to effective implementation.
Conclusions: The study highlights the need for targeted, context-specific professional development programs and increased investment in school infrastructure to facilitate meaningful integration of coding and robotics into the science curriculum. Addressing cultural misconceptions through community engagement is also essential. Further research is recommended to inform policy and implementation strategies tailored to under-resourced educational contexts.
Methods: A mixed-methods research design was employed, involving both quantitative and qualitative approaches. Data were collected from 47 teachers across selected schools in the province. Quantitative data were gathered through structured questionnaires, while qualitative insights were obtained via semi-structured interviews. Descriptive statistics were used to analyse the quantitative data, and thematic analysis was applied to the qualitative responses.
Results: Findings revealed that teachers generally held positive attitudes towards integrating coding and robotics, recognizing their relevance in preparing learners for future careers. However, several significant challenges were identified, including inadequate infrastructure, limited teaching resources, insufficient training, and a lack of ongoing professional development. Additionally, some teachers reported cultural perceptions and misconceptions as barriers to effective implementation.
Conclusions: The study highlights the need for targeted, context-specific professional development programs and increased investment in school infrastructure to facilitate meaningful integration of coding and robotics into the science curriculum. Addressing cultural misconceptions through community engagement is also essential. Further research is recommended to inform policy and implementation strategies tailored to under-resourced educational contexts.
Keywords: Coding and robotics, Teacher perceptions, Mixed-methods research, STEM education, Teacher training
Type of Study: Original |
Subject:
Educational Studies
Received: 2025/04/14 | Accepted: 2025/06/12 | Published: 2026/06/1
Received: 2025/04/14 | Accepted: 2025/06/12 | Published: 2026/06/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under the Creative Commons - Attribution 4.0 International. |
