Teachers' experiences of the implementation and teaching of the coding and robotics.

Abstract

This study explores teachers’ experiences of the implementation and diffusion of the Coding and Robotics (C&R) curriculum in South African primary schools, with a particular focus on resource-constrained contexts. Guided by Rogers’ (2003) Diffusion of Innovation Theory and Fullan’s (1993; 2001) Theory of Deep Change, the study combines these theoretical perspectives into a conceptual framework that extends existing models by proposing a fifth stage - adaptation - thereby highlighting how schools contextualise curricular innovations to meet their specific needs. The conceptual framework developed in this study is termed the Adoption through Deep Change and Diffusion Model (ADCM). Methodologically, the research employs a qualitative design and draws on data generated through questionnaires, interviews, focus group discussions, collagemaking activities, workshops, and reflective questionnaires with primary school teachers across different quintiles. The study involved ten purposively selected Foundation Phase teachers drawn from primary schools across Quintiles 2 to 5 in the Pinetown District, KwaZulu-Natal, representing a range of socioeconomic and resource contexts. Participants ranged in age from late 20s to mid-50s and included both experienced and relatively recently qualified teachers. The study uses thematic analysis to identify emerging patterns and subthemes. The findings reveal that a complex interplay of emotions, structural challenges and adaptive practices shapes teachers’ experiences. Notably, emotions such as frustration and fear resulting in feelings of intimidation were more pronounced among teachers in lower-quintile schools, whereas perseverance and hope were more evident in higher-quintile schools. Moreover, stumbling blocks - including limited technological resources, inadequate training, overcrowded classrooms and issues of inclusivity - emerged as significant barriers to curriculum diffusion. To address these constraints, teachers employed adaptive strategies such as integrating C&R into other subjects, utilising everyday resources, and adopting unplugged approaches to mitigate technological deficits and reduce learners’ “nature deficit”. The study makes three key contributions. Theoretically, it extends diffusion and deep change frameworks to include an adaptation stage, thereby providing the conceptual framework for the ADCM. Pedagogically, the ADCM demonstrates creative strategies for teaching in resourceconstrained environments. Practically, it offers recommendations for curriculum design and policy interventions. Overall, the findings underscore the need for systemic reform to ensure equitable access, continuous professional support and inclusive pedagogies. The study concludes that the successful implementation and sustainability of the C&R curriculum depend on teachers’ ability to adapt the innovation to their contexts, supported by structural changes and interdisciplinary curriculum integration.