Abstract
Orientation: Public basic education institutions in South Africa are presently enduring new
challenges about the implementation of digital teaching and learning in the absence of the
digital competence required.
Research purpose: The purpose of the current study was to identify the digital competencies
required by educators to effectively implement digital teaching and learning interventions in
basic education institutions.
Motivation for the study: By identifying the digital competencies required by educators and
exploring the gap in educators’ digital competence, institutions can plan and implement
digital learning interventions designed for effective teaching and learning.
Research approach/design and method: Semi structured interviews were conducted with
a sample of 20 participants working in various positions at two secondary schools in
Gauteng.
Main findings: The findings showed that while some training is offered, educators lack the
necessary competencies to effectively enforce digital learning interventions. This may be
because of limited training, the absence of digital resources and the insufficient digital
competence of educators.
Practical/managerial implications: Ongoing training is mandatory to ensure that the
digital competence of educators is in line with the dynamic world of work and to close
the digital skills gap in teaching. Secondary school educators require assistance from
the Department of Basic Education to enable the transition from traditional teaching
and learning to digital praxis, through the provision of necessary digital intervention
resources.
Contribution/value-add: The findings make a practical contribution by offering organisations
practical information on the development of digital competencies in secondary education
settings.