Abstract The digital transformation in education is not a mere shift in tools or methods; it is a profound change that permeates every facet of learning and teaching. Digital transformation has redefined teaching practices globally, yet the experiences of teachers in navigating this transition remain underexplored. This qualitative comparative study investigates the lived experiences of high school teachers in Türkiye and South Africa as they create digital educational content. Using Complexity Theory as a conceptual lens and a multiple case study design, the research engaged 40 teachers (20 per country) through open-ended questionnaires. Thematic narrative analysis revealed five key themes: digital infrastructure and access, integration of digital tools, impact on teaching and learning, content design, and professional development. While foundational infrastructure exists, disparities in access, readiness, and systemic support persist, particularly in under-resourced settings. Teachers, however, demonstrated innovation and agency despite institutional constraints. The findings highlight that successful digital transformation depends not just on access to tools but on aligned policy, curriculum flexibility, professional development, and teacher well-being. The study calls for systemic strategies that position teachers as co-creators of inclusive, context-responsive digital learning environments.
Bekker et al. (Tue,) studied this question.