Abstract
The integration of Information and Communication Technology (ICT) plays a vital role in transforming teaching and learning, particularly in the context of inclusive education in South African primary schools. This qualitative study seeks to understand how ICT can address diverse learning needs and bridge educational inequalities, contributing to more effective teaching methods and improved learner engagement in Mathematics and Natural Sciences education in urban public primary schools in the Johannesburg North District. Data was collected through questionnaires and semi-structured interviews with teachers, and thematic analysis was used to identify key themes related to ICT integration, challenges, and its impact on inclusive education.Findings indicate that while teachers acknowledge the advantages of ICT in making complex concepts in Mathematics and Natural Sciences more understandable, they encounter significant obstacles to effective integration. Key challenges include inadequate infrastructure, inconsistent internet access, and a lack of professional development opportunities. Teachers expressed a strong desire for ongoing training that not only covers the use of ICT tools but also focuses on adapting teaching methods to create an inclusive learning environment. The study concludes with recommendations to enhance ICT integration in South African urban primary schools, highlighting the need for improved infrastructure, specialised professional development programs, and policies aimed at bridging the digital divide. Such measures are essential to ensure equitable access to technology-enhanced learning for all learners, irrespective of their socio-economic status.