Abstract:

Technology integration in science education enhances student learning outcomes, improves conceptual understanding, and increases learner confidence by providing visual, interactive, and personalised learning experiences. Despite the global transition to digital learning tools, rural South Africa schools still face challenges in optimising the utilisation of technology in teaching science, marred by a complex interplay of factors, including national policy and infrastructure, school leadership, teacher preparedness, individual beliefs and digital literacy of both teachers and learners. This study employs a systematic literature review methodology, concentrating on empirical studies sourced from academic journals, books, and obtained from databases such as GOOGLE SCHOLAR, RESEARCH GATE, and SCOPUS- which are in press or published in the last decade and written or translated to English, as well as government reports. The Boolean operators were used with the keywords: “technology AND science education AND rural schools"; "rural schools OR under-resourced schools" and “Physical Sciences,” OR “harnessing technology”. Data was analysed thematically. This study identified significant systemic challenges, including unreliable or absent infrastructure, insufficient teacher preparedness for digital pedagogy, and lost opportunities for fostering interactive and meaningful science learning among learners. Nonetheless, the study indicated significant opportunities for transformation. The study's implications suggest that technology integration transcends merely adding devices to classrooms; but necessitates the establishment of an enabling ecosystem where access, skills, and meaningful use mutually reinforce one another. This study advocates for significant alterations in the approaches of policymakers and education departments, emphasising the need for infrastructure solutions tailored to rural contexts, as well as a transition in teachers' professional development plus adaptive learner-centred digital pedagogies.

Keywords:

Outcomes, physical science, resource-constrained, rural schools, technology.