Exploring the integration of education for sustainable development through information and communication technology in mathematics education.

Abstract

This study investigates how Education for Sustainable Development (ESD) can be integrated into mathematics teaching through Information and Communication Technology (ICT) in South African secondary schools. Despite global emphasis on aligning education with sustainability goals, little is known about how ICT facilitates ESD integration in mathematics classrooms, particularly in resource-constrained contexts. Guided by Nerstrom’s Transformative Learning Model and Msafiri’s ICT Integration Framework, the study adopted a qualitative multiple case study design. Data were collected through focus group discussions, classroom observations, and post-observation interviews with eight mathematics teachers from three peri-urban schools in the Pinetown district of KwaZulu-Natal. Findings revealed that teachers were largely unaware of ESD and the United Nations’ Sustainable Development Goals (SDGs). While ICT use in mathematics teaching was limited and primarily focused on visualisation, some sustainability concepts were unintentionally incorporated. Professional development for ESD integration through ICT was inadequate, constrained by systemic gaps in support, resources, and time. The study proposes a conceptual framework, Technologically Enhanced and Sustainable Mathematical Knowledge (TESMK), highlighting the intersection of mathematical, technological, and sustainability knowledge as critical for meaningful integration. It recommends targeted professional development, improved infrastructure, and policy reforms to advance ICT-enabled ESD in mathematics, offering actionable insights for educators and policymakers in resourcelimited contexts.