Bridging the digital divide: Infrastructure, professional development, for equitable technology integration in Consumer Studies

This study investigated the perspectives of Consumer Studies teachers regarding the usage of digital technology in South African public schools. With a phenomenological approach and an interpretivist paradigm as guiding principles, the study sought to understand how educators use and perceive digital resources in the classroom. Purposive convenience sampling, a qualitative method, was used to choose participants from various educational settings. The findings revealed that while most educators acknowledge the pedagogical value of digital technologies and use them to support teaching and learning, they face persistent challenges such as limited infrastructure, unstable internet connectivity, and unequal access to professional development. These barriers are particularly evident in under-resourced schools, where teachers rely on personal devices and adaptive strategies to engage learners. To address these challenges, this study developed the “Bridging the digital divide” conceptual tree model, designed to provide a context-sensitive framework that connects infrastructure, professional development, and pedagogical practice as interdependent components for sustainable technology integration. Frameworks are essential for guiding equitable and effective digital transformation in Consumer Studies education, ensuring inclusive, technology-enriched teaching and learning environments across South African schools.