Beyond technical training: teacher collaboration and informal learning in digital continuing professional development for business studies

Abstract

Teachers' continuous professional development (CPD) is critical for effective digital technology integration in teaching and learning. This study explored how professional development initiatives support Grade 12 Business Studies teachers in integrating digital technologies in resource-constrained rural schools in South Africa. The study adopted a qualitative case study design within the interpretivist paradigm. Data were generated through semi-structured interviews with six purposively sampled Grade 12 Business Studies teachers and analysed thematically. The study findings revealed that teachers participated in formal continuous professional development initiatives, including departmental workshops and cluster meetings, as well as informal opportunities such as peer collaboration and self-directed online learning. However, most formal initiatives focused predominantly on technical skills rather than the pedagogical application of digital technologies. Consequently, teachers relied heavily on peer collaboration, professional learning communities and informal digital networks to address gaps in formal training. The study further highlights the need for sustained and contextually responsive professional development that aligns digital technologies with pedagogical practice. The study recommends evidence-based district support systems that integrate technical assistance with pedagogical mentorship to strengthen teachers' capacity to integrate digital technologies effectively in resource-constrained rural schools.