Investing in teachers: Building a digitally prepared education system for the future

As South Africa joins the world in marking World Teachers’ Day on October 5, education experts are highlighting the urgent need to equip teachers with digital skills to prepare learners for a technology-driven future.

South Africa, like many countries, faces the challenge of ensuring its teachers are equipped for a digital-first classroom. Education experts say that building digital skills, updating training models, and closing the technology gap between urban and rural schools are critical to preparing learners for the future.

Dr Michael Naidoo, School Manager of the MANCOSA School of Education (SOE), said: “On this global day when teachers are recognised, we reaffirm our commitment to equip every teacher not just to adapt, but to lead in the digital-first classroom. Empowering teachers to thrive ensures that students are able to soar.” 

Digital competencies

Given the growing trend towards technology-based education and teaching models, it is critical that teachers possess the digital skills necessary to educate learners effectively. Dr Naidoo points out that, in today's classrooms, digital competencies are foundational. "Teachers need to master not just the technical use of digital platforms but also digital pedagogy. This includes the ability to design, deliver, and assess learning effectively using technology. Competencies such as navigating Learning Management Systems (LMS), integrating multimedia resources, applying data analytics to track learner progress, and maintaining cybersecurity awareness are critical," he explained, emphasising the importance of integrating digital citizenship into the curriculum, ensuring safe and ethical online engagement among learners.

Professional development

Teachers are operating in a world where skills development is no longer stagnant. While they have always needed to broaden their professional skill set to learn new teaching techniques, the pace of change has accelerated exponentially over the past five years.

Professional development is increasingly shifting from a one-size-fits-all approach to a more context-specific model. For urban teachers, initiatives often focus on integrating advanced edtech and implementing data-driven instruction, while rural teachers may need foundational training in connectivity, basic ICT skills, and mobile learning solutions.

"By incorporating subject-specific digital tools, teachers of mathematics, languages, or sciences can receive targeted upskilling. Importantly, professional development now recognises diversity in teacher experience, ensuring inclusivity and relevance across the spectrum. This approach empowers teachers at every stage of their careers to remain current in a rapidly changing educational environment," Dr Naidoo said.

Addressing the digital divide

While South Africa is catching up with global standards regarding access to technology-based education, a significant gap remains between urbanised schools and those in rural or peri-urban areas. The South African education system is beset by inequality stemming from access to connectivity and the funding required to fully digitise schools. Urban schools enjoy a distinct advantage over their rural counterparts.

“The digital divide remains one of South Africa's most pressing educational challenges. However, schools and institutions are addressing this issue through a combination of infrastructure provision and targeted training. Initiatives for rural teachers often begin with mobile-first solutions that leverage smartphones to bridge access gaps. Partnerships with NGOs and government departments have facilitated device distribution and subsidised internet connectivity, along with the development of offline learning tools for areas with poor coverage," Dr Naidoo remarks, highlighting that adaptive training approaches are crucial to ensure that all teachers are equipped for digital transformation.

A vital cornerstone

Dr Naidoo firmly believes that future-ready teachers must be more than digitally competent; they should also act as leaders and innovators within their communities. "We integrate entrepreneurial thinking into our curriculum to inspire graduates to design solutions for local challenges such as resource scarcity or digital access. Leadership development is embedded through project-based learning and exposure to real-world educational innovation," he explained.