en Educational Studies پژوهشي Original <div style="text-align: justify;"><span style="color:#669933;"><span style="font-size:14px;"><span style="font-family:Times New Roman;"><span style="line-height:2;"><b><span new="" roman="" times="">Objective:</span></b><span new="" roman="" times=""> 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.</span><br> <b><span new="" roman="" times="">Methods:</span></b><span new="" roman="" times=""> 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.</span><br> <b><span new="" roman="" times="">Results:</span></b><span new="" roman="" times=""> 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.</span><br> <b><span new="" roman="" times="">Conclusions:</span></b> <span lang="EN-US"><span new="" roman="" times="">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.</span></span></span></span></span></span></div> Coding and robotics, Teacher perceptions, Mixed-methods research, STEM education, Teacher training 0 0 http://ijer.hormozgan.ac.ir/browse.php?a_code=A-10-376-1&slc_lang=en&sid=1 Thabo Mhlongo t.man907@hotmail.com 0000-0002-9814-5691 Yes Ph.D. Student of College of Science, Engineering and Technology, University of South Africa, Pretoria, South Africa