Abstract
This study explored the pedagogical practices of Grade 9 Natural Sciences teachers when incorporating WhatsApp into teaching and learning within township schools. With the increasing integration of digital technologies in South African classrooms, WhatsApp has emerged as a readily accessible mobile instant messaging platform, especially in resource- constrained contexts. The research was framed within the broader aim of understanding how teachers in under-resourced township schools utilize WhatsApp to enhance instructional delivery, support learner engagement, and address common challenges such as misconceptions in science learning. A convergent parallel mixed-methods research design was employed to collect both qualitative and quantitative data concurrently. Data collection involved teacher and learner questionnaires, semi-structured interviews, and classroom observations to examine pedagogical approaches, user experiences, contextual factors, and the perceived effectiveness of WhatsApp as a teaching tool. The findings revealed that teachers employed WhatsApp for a variety of instructional purposes, including content delivery, revision support, and promoting collaborative learning. However, its effective use was shaped by contextual factors such as digital literacy, infrastructure limitations, and teachers' pedagogical content knowledge. The study concludes that while WhatsApp offers potential to foster interactive and learner-centred pedagogy in Natural Sciences education, its impact is contingent on targeted teacher training, adequate support systems, and the development of contextually responsive teaching strategies. The research provides practical insights into leveraging mobile technology to support science education in underserved communities, highlighting implications for teacher professional development, policy, and future research.