Abstract
The integration of Information and Communication Technology (ICT) in basic South African education, particularly through interactive whiteboards (IWBs), is pivotal in the Fourth Industrial Revolution (4IR) to enhance teaching and learning. Despite Gauteng’s advanced ICT infrastructure, teachers' perceived competencies and skills in using IWBs remain underexplored. This qualitative study investigates the competencies and skills required by intermediate phase Natural Sciences and Technology teachers in the Tshwane South District to effectively integrate IWBs, guided by the main framework of Technological Pedagogical Content Knowledge (TPACK) framework as the theoretical lens. Drawing on semi-structured interviews with six purposively selected teachers from three public primary schools, the study used thematic analysis informed by the following frameworks: the TPACK framework, the Professional Development Framework for Digital Learning (PDFDL), and the Digital Competence Framework for Citizens (DigComp 2.2) to interpret teachers’ practices and professional needs. The analysis revealed four key themes: visual and interactive teaching enhances learner engagement, digital equity and infrastructure barriers limit effective use, professional development needs drive self-directed learning, and there is a need for subject-specific content and functional tools. The Findings indicate that teachers’ self-reported competencies are bolstered by multimedia skills but hindered by infrastructure challenges and limited training. IWBs significantly enhance content delivery by fostering student involvement; however, usability issues persist. This study recommends comprehensive IWB-focused training, equitable resource allocation, and longitudinal research to strengthen ICT integration. By addressing these gaps, policymakers can align South African education with 4IR demands, empowering teachers to integrate IWBs to cultivate transformative instructional practices and boost learner performance.