Abstract
The integration of Information and Communication Technology (ICT) in education is crucial for improving teaching and learning, yet teachers in rural schools often struggle with ICT competency. This study assesses the ICT competencies of teachers in rural schools within the Sekhukhune district, Limpopo province, using the DigCompEdu framework. A positivist paradigm was adopted, and data were analyzed using Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) The results indicate that four out six constructs; Professional Engagement(PE), Teaching and Learning(TL), Assessment(ASS), and Empowering learners(EL) were applicable in rural Sekhukhune district. The Digital Resources(DR) and Facilitating Learner’s Digital Competence(FLDC) were not applicable to the Sekhukhune district, Limpopo province. The four constructs that applied (PE,TL,ASS, and TL had acceptable model fit values, confirming their relevance. Second-order structural equation modeling indicated that for PE, teachers endorsed F2 (Explorer), followed by F4 (Leader-Pioneer) and F3 (Integrator. For TL, teachers endorsed F1(Newcomer), followed by F3 (Integrator), F2 (Leader- Pioneer), and F4 (Explorer). For ASS, teachers endorsed F3 (Integrator), followed by F1 (Newcomer-Expert), F4 (Explorer), and F2 (Leader-Pioneer). For EL, teachers endorsed F1 (Newcomer), followed by F3 (Integrator), F2 (Leader-Pioneer), and F4 (Explorer). Standardized estimates revealed that Professional Engagement F2 (Explorer), Teaching and Learning F1 (Newcomer), Assessment F3 (Integrator), and Empowering Learners F1 (Newcomer) were well-supported in the model. However, Digital Resources (DR) and Facilitating Learners' Digital Competence (FLDC) were excluded due to weak factor loadings, indicating a lack of emphasis on these areas. The findings suggest that teachers require targeted training programs, improved ICT resources, and continuous professional development to enhance digital competency.