Abstract
The study's goal was to investigate ICT integration in FET Mathematics teaching and learning in KwaMhlanga secondary schools after COVID-19. The study was underpinned by the interpretivist approach, as it enabled the researcher to take a qualitative approach to explore the participants' experiences and perspectives on the subject. The purposive sampling technique was used to pick eight teacher participants from three secondary schools in KwaMhlanga where the data were collected using qualitative questionnaires. The collected data were analysed using thematic analysis, as the study sought to see patterns and categorise the findings that answered the research questions. The study findings revealed that the use of ICT devices is effective in the teaching and learning of mathematics in secondary schools, particularly in the FET-phase. The findings of the study revealed that the use of ICT devices in teaching Mathematics can provide teachers with a range of benefits, including the ability to create interactive and engaging content, the incorporation of real-world examples and data sets, and the provision of immediate feedback. The findings suggest that secondary school mathematics teachers in KwaMhlanga have a positive attitude towards incorporating ICT into their lessons, and are keen to learn more about using ICT in mathematics instruction. The school's resources helped with the instructors' ICT integration, but due to lack of resources, teachers were unable to access online ICT materials for use in their mathematics instruction. They identified time savings and increased student participation and attentiveness as benefits of ICT integration. The study recommended that the ICT certificate qualification be made a requirement for all new Mathematics teachers that get recruited.
Keywords: ICT integration, Mathematics, teaching and learning, KwaMhlanga, post COVID-19.