Mpungose , Cedric Bheki.Coopasamy , Presanthi.2024-11-092024-11-0920232023https://hdl.handle.net/10413/23336Masters Degrees. University of KwaZulu-Natal, Durban.Teachers’ have been raged to move from traditional to online instruction to link with the pressures of the fourth (4th) industrial revolution. Therefore, schools make requirements of educational technological resources which may include but not limited to smart board, computers, application software. Nevertheless, the lack of skills to incorporate technology into curriculum hinders effective online pedagogy, and this results in the poor curriculum implementation. Therefore, this qualitative case study thus aims to explore experiences of teachers on the integration of WhatsApp to teach Natural Sciences in Primary Schools. Also, this qualitative case study looks at six teachers experiences on the incorporation of WhatsApp to teach Natural Sciences. Likewise, these teachers were purposively and appropriately selected because they were teaching Natural Sciences, and they were easily accessible. Oneon- one semi-structured WhatsApp interviews, and online reflective activities were used to generate data which was thematically analysed using inductive and deductive reasoning. Findings uttered that the training of teachers to integrate WhatsApp into the teaching of the Natural Sciences curriculum improve them to draw from different experiences (formal, informal and conformal). This study therefore sought to balance experiences to ensure a successful integration of educational technological resources into curriculum.enEducational technological resources.Online instruction.