From Pilot Projects to Sustainable Integration: Exploring Teacher Experiences in EdTech Implementation in South African Township Schools

The integration of educational technology (EdTech) in South African township schools has been widely promoted as a strategy for improving teaching and learning, yet questions remain about the sustainability of this effort. This study explored the experiences of teachers in Cosmo City Township to understand the enduring challenges shaping technology use in an under-resourced school environment. Employing a qualitative, cross-sectional design, data were gathered through written responses from purposively selected teachers who had direct engagement with EdTech initiatives. A thematic analysis revealed that unreliable infrastructure, inconsistent maintenance, and insufficient financial planning significantly hinder long-term sustainability. Teachers also reported inadequate professional development, often limited to a short technical workshop, as well as limited involvement in the decision-making process — factors that contributed to misalignment between policy aspirations and classroom realities. As a result, many relied on low-tech tools, such as projectors and WhatsApp, which were more feasible in overcrowded classrooms with poor connectivity. The findings further highlight the persistence of the digital divide, which disproportionately disadvantaged township learners, particularly during the COVID-19 pandemic. Drawing on the UTAUT and Smart Education Framework, the study illustrates how infrastructural, socio-economic, and policy constraints shape teachers’ adoption and continued use of technology. These insights add to the growing body of literature on digital sustainability in South Africa’s township schools. The study calls for long-term investment, ongoing teacher support, and participatory policymaking to foster more equitable and sustainable EdTech integration.