Abstract
Ongoing developments associated with the Fourth Industrial Revolution are reshaping higher education and compelling teacher training programmes to rethink how digital learning is integrated into practice. For Generation Z pre-service teachers, whose learning preferences are shaped by digital fluency and constant connectivity, these changes intersect with persistent challenges in mastering subject matter, particularly in the matter and materials strand of the South African Natural Sciences curriculum. This study positions microlearning as a relevant and responsive approach to address these challenges. With its focus on concise, engaging, and interactive content, microlearning holds considerable potential to strengthen digital competence, boost engagement, and improve knowledge retention among pre-service teachers. However, successful implementation requires a balance between student autonomy and structured guidance, as well as careful consideration of contextual factors such as classroom management, personalised pathways, and infrastructural support.
The significance of this study lies in the design and evaluation of a microlearning intervention specifically aimed at improving Generation Z pre-service teachers’ content knowledge and perceptions of the matter and materials strand. While existing literature highlights the promise of microlearning, little research has applied these strategies to Curriculum and Assessment Policy Statement (CAPS)-aligned Natural Sciences content in South African teacher education. Addressing this gap, the study drew on a theoretical framework informed by cognitive constructivism, the cognitive theory of multimedia learning, Gagné’s nine events of instruction, and the unified theory of acceptance and use of technology. These perspectives guided the development of microlearning resources, including short videos, digital tools, and formative assessments, designed to scaffold content knowledge, align with CAPS requirements, and foster both immediate engagement and long-term retention.
An explanatory sequential mixed-methods design was employed to evaluate the effectiveness of the microlearning intervention. The sample comprised third- and fourth-year Bachelor of Education pre-service teachers from a South African university. Quantitative data were collected through pre- and post-tests as well as Unified Theory of Acceptance and Use of Technology-based questionnaires (n = 84, with 56 matched responses). Qualitative data were gathered through three focus group interviews involving six to eight participants each...