Abstract
The integration of digital technologies has transformed traditional Life Sciences classrooms into dynamic, flexible learning environments that extend beyond physical boundaries. This study investigated how the use of digital tools supports the development of 21st-century skills among Grade 12 Life Sciences learners. Using an explanatory sequential mixed-methods design, fifteen teachers from suburban schools in Johannesburg South were purposively sampled. Social constructivism served as a theoretical framework to help interpret the data and study findings. Quantitative data from surveys and qualitative data from semi-structured interviews were analyzed to explore teachers’ experiences and practices of technology integration. Findings reveal that digital technologies such as laptops, smartphones, and educational applications significantly promote learners’ communication, critical thinking, collaboration, and digital literacy. However, while teachers are generally enthusiastic about integrating technology, they exhibit caution in allowing learners autonomous device use, highlighting the need for supportive policies and professional development. The study underscores the value of technology-enabled, learner-centred pedagogies to enhance academic achievement and prepare students for a digital world.