Teacher digital competence and confidence for Assistive Technology integration: A case study of a selected school in the Eastern Cape Province

The integration of assistive technologies in special needs education is pivotal for fostering inclusive teaching and learning, particularly for visually impaired learners. However, the effectiveness of such integration is contingent on teachers’ digital competence and confidence. This study investigates teachers’ digital competence and confidence in implementing assistive technology (AT) at a selected special school in the Eastern Cape Province, South Africa. Guided by the Technological Pedagogical Content Knowledge framework and Self-Efficacy Theory, the research explores how teachers’ technological knowledge and self-belief intersect to influence their instructional practices. Using a qualitative case study design, the data were gathered through semi-structured interviews with seven teachers, non-participant classroom observations, and document analysis. Braun and Clarke’s thematic analysis was employed to identify patterns and themes. Findings indicate that while teachers exhibit basic proficiency in traditional assistive tools such as braille writers and tactile materials, they encounter significant challenges in utilising advanced digital technologies, including screen readers, refreshable braille displays, and accessible e-learning platforms. Barriers include inadequate training, limited professional development, poor infrastructure, and insufficient institutional support. Nevertheless, teachers demonstrated readiness to adopt AT when provided with opportunities for peer collaboration and context-specific training. The study concludes that enhancing teachers’ digital competence and confidence requires integrated strategies that encompass continuous professional development, sufficient resources, and supportive policies. These findings advance inclusive education by emphasising the need for systemic interventions that empower teachers to leverage AT effectively, thereby promoting equitable, high-quality education aligned with Sustainable Development Goal 4 (SDG 4).