Preparing pre-service teachers for digital age curriculum delivery through Technological Pedagogical Content Knowledge in rural South African schools

The integration of digital technologies into education has reshaped expectations for curriculum delivery, particularly in rural school contexts where persistent challenges in access, learner engagement, and instructional quality continue to undermine educational equity. Guided by the Technological Pedagogical Content Knowledge framework, this study explored how pre-service teachers perceive the role of technology integration in advancing curriculum delivery in rural schools. A qualitative approach was adopted, employing semi-structured interviews with 30 pre-service teachers enrolled at a rural university in KwaZulu-Natal, South Africa. Data were analysed using reflexive thematic analysis. The findings revealed that pre-service teachers regarded digital technologies as valuable instruments for enhancing learner engagement, supporting differentiated instruction, facilitating equitable access to curriculum content, and improving classroom interaction. Participants demonstrated an emergent understanding of the interconnected nature of technological, pedagogical, and content knowledge. However, challenges, including inadequate digital infrastructure, limited device access, and insufficient opportunities for teaching practice, constrained Technological Pedagogical Content Knowledge development. The study concludes that strengthening technology-focused teacher preparation is critical for equipping future educators to deliver responsive and inclusive curricula in rural contexts.