Digital Technology Integration in Geography Teaching in Lesotho: Insights from Secondary School Geography Teachers and Learners
DOI:
https://doi.org/10.5281/zenodo.21510834Keywords:
Digital technology integration, exploratory qualitative research, Geography education, stakeholder perceptions, teacher competenceAbstract
The integration of digital technologies into Geography education has gained increasing attention as a means of enhancing teaching effectiveness and learner engagement; however, little is known about how stakeholders experience and perceive its implementation in secondary schools in Lesotho. This study explored the experiences and perceptions of Geography teachers, learners, school administrators, and a district subject specialist regarding digital technology integration in selected post-primary schools in Mohale's Hoek District. Guided by the Technological Pedagogical Content Knowledge framework, the study adopted an exploratory qualitative research design. A total of 34 participants were selected through purposive and stratified purposive sampling techniques. Data were collected through semi-structured interviews and focus group discussions and analysed using thematic analysis. The findings revealed that while digital technologies such as smartphones, laptops, projectors, Google Earth, and internet resources were available in some schools, their accessibility and utilization varied considerably due to inadequate infrastructure, unreliable electricity, poor internet connectivity, restrictive school policies, and limited ICT resources. Although teachers generally demonstrated foundational digital competencies and positive attitudes towards technology integration, the absence of formal training constrained the effective pedagogical use of digital tools, particularly advanced applications. Participants acknowledged that digital technologies enhanced learner engagement, conceptual understanding, visualization of geographical phenomena, collaborative learning, and digital literacy. However, inadequate professional development, insufficient technological resources, and inconsistent policy implementation continued to limit meaningful technology integration in Geography classrooms. The study concludes that effective digital technology integration requires sustained investment in ICT infrastructure, continuous teacher professional development, and strengthened implementation of educational technology policies to enhance teachers' technological, pedagogical, and content knowledge. These findings provide evidence to inform policy and practice aimed at strengthening technology-enhanced Geography education in resource-constrained secondary school contexts in Lesotho.
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