A comparative study of pre-service teachers’ perspectives on digital technology use in foundation phase programmes in Lesotho and South Africa

• In Event: Bridging the Digital Divide: Intergenerational Inequality, Technology Acceptance, and Educational Equity

Proposal

This empirical study explored pre-service teachers’ perspectives on the use of digital technology in Foundation Phase teacher education programmes in Lesotho and South Africa. Foundation Phase education, which prioritises early childhood development, early childhood education and literacy, is increasingly influenced by digital innovation. Despite a growing emphasis on technology integration in education, there remains limited research examining how pre-service teachers in Southern Africa, especially in Lesotho, perceive, experience, and adopt digital tools during their training. This study addressed this gap by comparatively analysing pre-service teachers’ attitudes, experiences, and behavioural intentions toward digital technology use within two higher education contexts in neighbouring countries.
The research is theoretically grounded in Rogers’s Diffusion of Innovation Theory and the Unified Theory of Acceptance and Use of Technology. These frameworks collectively provided a robust lens for investigating how innovation characteristics, namely, relative advantage, compatibility, complexity, trialability, and observability, interact with cognitive, social, and environmental factors shaping technology acceptance and integration in teacher education. Accordingly, the study posed research questions investigating how these factors influence their behavioural intentions and actual use of digital technology within Foundation Phase programmes, and how perceptions vary between Lesotho and South Africa.
A concurrent mixed methods design was adopted to provide a comprehensive understanding of pre-service teachers’ perspectives. Qualitative data were obtained through focus group interviews involving six participants. These sessions yielded rich, contextualised narratives illustrating the perceived benefits, challenges, and readiness for technology use. For instance, Vinc reflected on the flexibility offered by digital learning: “We can relax and grasp everything in our own time.” Margy emphasised mobile accessibility: “Phones are good because we can read anytime.” Jose underscored the inclusivity of blended learning: “Blended learning helps us because even if we use our cell phones, we can learn anywhere. [I was able to do activities when I was sick in bed].” These testimonies highlight the practical advantages digital technology and learning affords, particularly in supporting diverse learner needs in Foundation Phase teacher education.
In parallel, quantitative data were collected using a structured questionnaire completed by 292 PSTs. Statistical analysis, including descriptive statistics and inferential tests, investigated correlations among key UTAUT constructs: performance expectancy, effort expectancy, social influence, and facilitating conditions, and their relationships with PSTs’ behavioural intention to use technology. Results indicated generally positive attitudes, with strong mean scores for performance expectancy, reflecting belief in digital tools’ efficacy for improving learning outcomes, and social influence, denoting the impact of peers and lecturers in encouraging technology use. No statistically significant differences were found between device types (cell phones, tablets, laptops) or across regional locations, suggesting consistent patterns of technology acceptance irrespective of socio-geographical and device variability (p-values > 0.05 across examined variables).
Further analysis of Diffusion of Innovation Theory characteristics revealed significant positive correlations among relative advantage, compatibility, complexity, trialability, and observability factors. Notably, relative advantage correlated significantly with compatibility (r = .286, p < 0.01), while complexity correlated strongly with trialability (r = .648, p < 0.01). These findings indicate that PSTs who perceive digital technology as advantageous and well-aligned with their learning preferences are more inclined to experiment with and observe the application of innovations in pedagogy. Such interplay between perceived innovation qualities and user experience is critical for fostering sustained adoption and creative use of technology in teacher education.
Despite generally favourable dispositions, several barriers constrain optimal digital integration. Limited access to reliable resources and infrastructure, inadequate pedagogical preparation for technology use, and anxiety about effective implementation remain prominent challenges, particularly in less resourced Lesotho institutions. Manna’s candid reflection, “I know that if I am not serious about my studies, I will fail and repeat a year or course”, underscores the pressure pre-service teachers face to adapt successfully to novel learning modalities. Meanwhile, Emnuel and Ernest highlighted a gap between lecturer facilitation and pre-service teachers self-directed engagement: “Lecturers give us little information online, but I research about a topic and learn more,” Ernest explained. This suggests that while lecturers demonstrate advanced digital competence, pre-service teachers must cultivate greater autonomy and digital literacy skills to fully capitalise on available technology.
The comparative dimension of this research highlights both convergences and divergences in digital technology adoption across the two countries, reflecting broader socio-economic and infrastructural disparities. South African pre-service teachers typically reported greater institutional access to digital platforms and support, whereas Lesotho participants emphasised connectivity, device accessibility, and resource constraints. However, prevailing attitudes toward digital technology and the acceptance process did not differ significantly, highlighting how tailored skills development initiatives and context-sensitive curriculum adjustments can bridge these contextual gaps.
This study makes a novel contribution by empirically investigating digital technology adoption in early childhood teacher education within Southern Africa, a region where such research remains scarce. By employing an integrated theoretical framework and methodological triangulation, it advances understanding of pre-service teachers’ perceptions and their integration of digital tools across heterogeneous educational environments. Importantly, this research illuminates the necessity for higher education institutions not only to provide access to appropriate digital devices but also to embed pedagogical training designed to enhance confidence and efficacy in technology use.
In conclusion, the study advocates for strategic interventions within teacher education programmes to incorporate focused digital literacy training and revise curricula that align effectively with blended and mobile learning pedagogies tailored for Foundation Phase contexts. Empowering pre-service teachers in Lesotho and South Africa to harness digital technologies more effectively will promote engaged, differentiated instruction and contribute to improved early childhood learning outcomes. This research enriches scholarly discourse on technology diffusion in education and provides evidence-based guidance for policymakers, educators, and curriculum developers aiming to foster digital innovation in teacher preparation.

Authors

• Arone Koloti, University of the Free State

• Thuthukile Jita, University of the Free State

• Currell Jita, University of the Free State