Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring





Business studies, skills, peer mentoring, teachers , technology integration


Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.


Agaoglu, O., & Dem?r, M. (2020). The integration of 21st century skills into education: an evaluation based on an activity example. Journal of Gifted Education and Creativity, 7(3), 105-114.

Ajani, O. A. (2020). Teachers’ professional development in South African high schools: How well does it suit their professional needs? African Journal of Development Studies, 10(3), 59–78. https://doi.org/10.31920/2634-3649/2020/10n3a4

Belt, E., & Lowenthal, P. (2020). Developing faculty to teach with technology: Themes from the literature. TechTrends, 64(2), 248-259. https://doi.org/10.1007/s11528-019-00447-6

Braun, V., & Clarke, V. (2006). Using Thematic Analysis in Psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Butcher, N, & Associates. (2007). Intel® Teach evaluation: Exploring implementation at the provincial level. Report prepared by Neil Butcher and Associates. 1–11.

Chisango, G., Marongwe, N., Mtsi, N., & Matyedi, T. E. (2020). Teachers’ perceptions of adopting information and communication technologies in teaching and learning at rural secondary schools in Eastern Cape, South Africa. Africa Education Review, 17(2), 1-19. https://doi.org/10.1080/18146627.2018.1491317

Dakhi, O., Jama, J., & Irfan, D. (2020). Blended learning: A 21st-century learning model at college. International Journal of Multi Science, 1(08), 50-65.

Del Mundo, H. J. C. (2022). 21st century digital skills, technology integration in instruction and challenges encountered by senior high school teachers in Muntinlupa National High School. International Journal of Multicultural Research and Analysis, 5, 1159- 1172. https://doi.org/10.47191/ijmra/v5-i5-35

Dlamini, R., & Mbatha, K. (2018). The discourse on ITC teacher professional development needs: The case of a South African teachers’ union. International Journal of Education and Development using Information and Communication Technology, 14(2), 17–37.

Edouard, G. (2023). Why and how colleges and universities should leverage technology mentoring to maximise faculty’s technology integration efforts. TechTrends, 67(1), 124-132. https://doi.org/10.1007/s11528-022-00769-y

Emerson, R. M. (1972). Exchange theory, part II: Exchange relations and networks. Sociological theories in progress, 2, 58-87.

Ferri, F., Grifoni, P., & Guzzo, T. (2020). Online learning and emergency remote teaching: Opportunities and challenges in emergency situations. Societies, 10(4), 86. https://doi.org/10.3390/soc10040086

Giles, M., Baker, S. F., & Willis, J. M. (2020). Pre-service teachers’ peer mentoring experience and its influence on technology proficiency. Mentoring & Tutoring: Partnership in Learning, 28(5), 602–624. https://doi.org/10.1080/13611267.2020.1859329

Govender, D.W., & Maistry, S.M. (2012). Exploring teachers’ propensity for technology adoption in Business Education. Journal of Social Sciences, 31(2), 193–202. https://doi.org/10.1080/09718923.2012.11893028

Graham, M. A., Stols, G., & Kapp, R. (2020). Teacher Practice and Integration of ICT: Why Are or Aren't South African Teachers Using ICTs in Their Classrooms. International Journal of Instruction, 13(2), 749–766. https://doi.org/10.29333/iji.2020.13251a

Hancock, B., Ockleford, E., & Windridge, K. (2001). An introduction to qualitative research. London: Trent focus group.

Haung, R. (2019). Educational technology, a primer for the 21st century. Springer Nature Singapore Pte Ltd.

Hesketh, J. L., & Costa, M. T. (1980). Construction of an instrument to measure job satisfaction. Journal of Business Administration, 20, 59-68.

Hilton, J. T., & Canciello, J. (2018). A Five-Year Reflection on Ways in Which the Integration of Mobile Computing Technology Influences Classroom Instruction. International Journal of Technology in Education, 1(1), 1-11. https://files.eric.ed.gov/fulltext/EJ1264244.pdf

Janssen, N., Knoef, M., & Lazonder, A. W. (2019). Technological and pedagogical support for pre-service teachers’ lesson planning. Technology, Pedagogy and Education, 28(1), 115-128. https://doi.org/10.1080/1475939X.2019.1569554

Kankanhalli, A., Tan, B. C., & Wei, K. K. (2005). Contributing knowledge to electronic knowledge repositories: An empirical investigation. MIS quarterly, 113-143. https://doi.org/10.2307/25148670

Kilag, O. K., Miñoza, J., Comighud, E., Amontos, C., Damos, M., & Abendan, C. F. (2023). Empowering Teachers: Integrating Technology into Livelihood Education for a Digital Future. Excellencia: International Multi-disciplinary Journal of Education, 1(1), 30-41.

Kilpatrick, S., & Fraser, S. (2019). Using the STEM framework collegially for mentoring, peer learning and planning. Professional Development in Education, 45(4), 614–626. https://doi.org/10.1080/19415257.2018.1463925

Kormos, E., & Wisdom, K. (2021). Rural schools and the digital divide: Technology in the learning experience. Theory & Practice in Rural Education, 11(1), 25-39. https://doi.org/10.3776/tpre.2021.v11n1p25-39

Mbatha, K. (2020). Mediation in information and communication technology teacher development: Towards effective ICT pedagogical integration in the classroom. (Doctoral Thesis, University of Witwatersrand).

Moila, O., Makgato, M. & Simelane-Mnisi, S. (2019). Teacher professional development in the integration of digital technologies for teaching and learning at selected secondary schools in South Africa. Online Journal for TVET Practitioners, 4(1), 1-7. https://doi.org/10.30880/ojtp.2019.04.01.004

Molise, H., & Dube, B. (2020). Emergency online teaching in economic and management sciences necessitated by the COVID-19 pandemic: The need for healthy relations in a rural schooling context. International Journal of Learning, Teaching and Educational Research, 19(6), 387-400. https://doi.org/10.26803/ijlter.19.6.23

Molotsi, A. R. (2014). Secondary-school teachers’ information and communication competencies in classroom practices [Doctoral Thesis, University of South Africa]. University of South Africa.

Moorhouse, B. L., & Kohnke, L. (2021). Responses of the English-language-teaching community to the COVID-19 pandemic. RELC Journal, 52(3), 359-378. https://doi.org/10.1177/00336882211053052

Naimanova, D., Lebedeva, L., Akpayeva, A., Astambayeva, Z., Ryabova, E., & Yessenova, K. (2023). Investigation of primary school teachers' student-centered teaching and technology integration competencies. International Journal of Education in Mathematics, Science and Technology, 11(6), 1386-1404. https://doi.org/10.46328/ijemst.3681

Oguejiofor, C. S. (2020). Integrating e-commerce in business education curriculum for global competitiveness. Nigerian Journal of Business Education, 7(1), 27-34.

Department of Basic Education. (2011). Business Studies Grade, Curriculum and Assessment Policy Statement Further Education and Training Phase, Grades 10-12. Department of Basic Education, South Africa.

Sanchez, D. R., Rueda, A., Kawasaki, K., Van Lysebetten, S., & Diaz, D. (2023). Reviewing Simulation Technology: Implications for Workplace Training. Multimodal Technologies and Interaction, 7(5), 1.19. https://doi.org/10.3390/mti7050050

Sedighi, M., van Splunter, S., Brazier, F., van Beers, C., & Lukosch, S. (2016). Exploration of multi-layered knowledge sharing participation: the roles of perceived benefits and costs. Journal of Knowledge Management, 20(6), 1247-1267. https://doi.org/10.1108/JKM-01-2016-0044

Skaniakos, T., & Piirainen, A. (2019). The meaning of peer group mentoring in the university context. International Journal of Evidence Based Coaching and Mentoring, 17(1), 19-33. https://doi.org/10.24384/EKNZ-S730

Talip, R. B., & Tiop, T. A. (2020). The effect of educational organisational commitment as a moderator towards principal technology leadership in curriculum management and teachers’ self-efficacy. Malaysian Journal of Social Sciences and Humanities, 5(3), 30–46.

Weddle, H., Lockton, M., & Datnow, A. (2020). Teacher collaboration in school improvement. Oxford Bibliographies.

Wiyono, B. B., Samsudin, Imron, A., & Arifin, I. (2022). The Effectiveness of Utilising Information and Communication Technology in Instructional Supervision with Collegial Discussion Techniques for the Teacher’s Instructional Process and the Student’s Learning Outcomes. Sustainability, 14(9), 1-16. https://doi.org/10.3390/su14094865

Yin, R. K. (2003). Case study research: Design and methods. Thousand Oaks. Sage.

Yoon, S.Y., Kong, Y., Diefes-Dux, H. A., & Strobel, J. (2018). Broadening K-8 teachers’ perspectives on professional development in engineering integration in the United States. International Journal of Research in Education and Science, 4(2), 331-348. https://doi.org/10.21890/ijres.409263

Yurtseven Avci, Z., O'Dwyer, L. M., & Lawson, J. (2020). Designing effective professional development for technology integration in schools. Journal of Computer Assisted Learning, 36(2), 160-177. https://doi.org/10.1111/jcal.12394

Zafar, T. (2019). Role of information communication technology (ICT) in education and its relative impact. International Journal of Engineering Research & Technology, 7(4), 1-10.

Zenda, R., & Dlamini, R. (2023). Examining factors that influence teachers to adopt information and Communication Technology in rural secondary schools: an empirical study. Education and Information Technologies, 28(1), 815-832. https://doi.org/10.1007/s10639-022-11198-y

Zhang, J., Chen, Z., Ma, J., & Liu, Z. (2021). Investigating the influencing factors of teachers’ information and communications technology-integrated teaching behaviors toward “learner-centered” reform using structural equation modelling. Sustainability, 13(22), 12614. https://doi.org/10.3390/su132212614



How to Cite

Gcabashe, N. B. . (2024). Empowering teachers: Enhancing Business Studies teachers’ technology integration skills through technology peer mentoring. Interdisciplinary Journal of Education Research, 6, 1-12. https://doi.org/10.38140/ijer-2024.vol6.12