Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

Abstract

The integration of information communication technology (ICT) in education is vital for achieving educational objectives, and South Africa has undertaken diverse efforts and initiatives to promote this integration in schools. Despite policy support and financial backing, there persists a gap in educators' ICT skills uptake. This paper adopted conceptual analysis to make sense of the principles of adult learning theory (ALT) as a veritable tool for improving ICT skills uptake among educators. The paper outlines the Department of Basic Education's efforts in promoting ICT integration in schools and discusses the associated challenges. Overall, the article advances ALT tenets in planning and implementing ICT-focused, school-based teacher professional development (SBTPD) in schools. These tenets include the need-to-know principle, self-concept or self-directedness principle, learners' experiences principle, readiness-to-learn principle, orientation-to-learning principles, and intrinsic-motivation principle as effective correlates of ICT-oriented SBTPD training. Based on the explication, the paper recommends reforming existing teacher professional development policies, promoting a decentralised approach to ICT training, and conducting comprehensive ICT needs assessments to design effective ICT-oriented needs-based SBTPD training.