Abstract:

The integration of Information and Communication Technology (ICT) into secondary school science education has been globally recognized as essential for developing learners who are prepared for the digital and sustainability oriented demands of the 21st century. In South Africa, however, the translation of ICT policy aspirations into meaningful classroom practice remains complex, particularly within the context of Education for Sustainable Development (ESD). This qualitative case study explores how Grade 11 Life Sciences (Biology) teachers in two Johannesburg North district schools utilize ICT as a pedagogical tool in the teaching of population ecology, one of the curriculum areas aligned with ESD principles. The research question addressed by this study was, how is ICT used in integrating Education for Sustainable Development in the teaching and learning of population ecology in Grade 11 Life Sciences?. Guided by Activity Theory, the study investigates teachers’ beliefs, technological practices, contextual challenges, and the extent to which ICT integration contributes to ESD aligned learning experiences. Data were generated through semi structured interviews, lesson observations, and document analysis. Findings reveal that while teachers recognize ICT as a valuable tool for enhancing conceptual understanding, learner engagement, and multimodal learning, ICT was not effectively used to integrate ESD values, skills, or socio ecological considerations. Teachers demonstrated limited conceptions of sustainable development and ESD, often reducing them to environmental conservation while neglecting socio political and economic dimensions. Extrinsic barriers such as inadequate infrastructure, poor connectivity, and limited access to ICT resources and intrinsic barriers including insufficient professional development with regards to ICT and ESD practices further constrained effective ICT mediated ESD pedagogy. The study concludes that for ICT to function as a transformative tool for sustainable development education, targeted teacher development, strengthened ICT infrastructure including connectivity, and explicit curriculum support for ESD integration are required. Recommendations include ESD focused ICT training and improved technical support.

Keywords:

Information and Communication Technology (ICT), Education for Sustainable Development (ESD), Life Sciences Education, Activity Theory, Teacher Practices.