Abstract
Information and Communication Technology has the potential to revolutionise education. New
advances in the teaching and learning process have highlighted the effects of modern technology
and also the challenges that come with ICT integration in modern South African classrooms.
Teacher competencies remain a high-ranking challenge; significantly in the foundation phase;
therefore, this study investigated the digital competencies of Foundation Phase teachers for ICT
integration in Mangaung District, Free State. The research aims to assess teacher proficiency
across a variety of digital competency domains. The International Standards for Educators (ISTE)
provided a framework for this study. A cross-sectional correlational quantitative study was
employed. Data was collected through an online questionnaire. One hundred and fifty four (154)
Foundation Phase teachers in Mangaung District in Bloemfontein Free State participated in the
study. The structural equation modeling was employed to analyse the data and the findings
indicated that the teachers endorsed the elements of digital competencies, Citizen (0.994), Leader
(0.984), Collaborator (0.983), Designer (0.953), Facilitator (0.936), and Learner (0.901), from
strongest to lowest. This study highlighted the importance of investing in professional
development for Foundation Phase teachers through targeted workshops, mentorship programs
and improved access to digital tools and resources. Such strategies aim to strengthen Foundation
Phase teachers’ digital competencies, ultimately enhancing ICT integration and education quality
in Mangaung District. Furthermore, by identifying both the strengths and gaps in teachers’
digital skills, this research also provides valuable insight for policymakers to design relevant
professional development programmes that focus on the needed development of ICT competency
programmes, especially in the Foundation Phase.