Lost in translation: teachers’ experiences of implementing the coding and robotics curriculum in South African primary schools

This study investigates South African primary school teachers’ experiences with implementing and diffusing the Coding and Robotics (C&R) curriculum. Guided by the question, What are teachers’ current experiences of implementing C&R in primary schools?, the research employed qualitative methods, including collages and focus group discussions with 10 teachers currently teaching C&R. Findings reveal that teachers feel overwhelmed by the curriculum’s demands, citing training as inaccessible, overly technical, and lacking practical classroom strategies. Acceptance of C&R was influenced by resource availability, curriculum alignment with broader educational goals, and teacher preparedness. Structural challenges, such as overcrowded classrooms, further constrained collaborative learning opportunities. Teachers’ perceptions of usefulness and ease of use, strongly shaped their willingness to engage with C&R. The study concludes that without differentiated implementation strategies, equitable resource allocation, and context-sensitive support, the rollout risks deeps existing inequalities. To promote effective and sustainable adoption, recommendations include hands-on professional development, peer coaching, and phased curriculum introduction to build teacher confidence and advance inclusive, future-oriented learning in primary schools.