Exploring the intersection of constructivism and organisational learning in quality management for innovative teaching in KwaZulu-Natal high schools.

Abstract

The discourse around 21st century teaching seems to be more emphasised at tertiary institutions than high schools. Most of the teachers and SMTs were trained with curriculums that are obsolete for the 21st century. Meanwhile, the learners are Generation Z (Gen Z), and many teachers and SMT need to design teaching strategies that are peculiar to the 21st century needs. Therefore, the aim of this research is to explore how combining constructivism and organisational learning in quality management systems (QMS) can improve technology-driven teaching methods in high schools in KwaZulu-Natal, enabling students to meet the demands of the 21st century. The key argument of this paper is that integrating constructivism and organisational learning into schools’ QMS framework enables ongoing adjustments to align educational outcomes with evolving global needs. The paper utilises a qualitative, desktop research approach to examine secondary data through a literature review, employing purposive sampling with key terms such as innovation pedagogy, QMS frameworks, high schools, 21st-century learning, and KwaZulu-Natal. Multiple theoretical perspectives, including constructivism, organisational learning, complexity theory, change management, and diffusion of innovations, frame the research, offering insight into how QMS can drive the development of adaptable, innovative teaching strategies. The findings underscore the significance of continuous improvement, collaborative learning communities, and the strategic use of technology to establish dynamic and inclusive educational environments that prepare students for future challenges and global demands. The research argues that the nexus of constructivism and organisational learning and QMS leads to technology-driven pedagogies, inclusive and innovative approaches into existing school systems, and finally provides practical recommendations for improving QMS to support effective teaching methods that maximise all students’ potentials and success rates.