Exploring skills-related challenges faced by educators in the implementation of inclusive teaching and learning: A case study of the Thabo Mofutsanyana District

Authors

Solomon Makola Central University of Technology, South Africa https://orcid.org/0000-0002-9415-5681
Mkhumbulo Ndlovu Central University of Technology, South Africa https://orcid.org/0009-0006-3376-704X
Lerata Jan Makate Central University of Technology, South Africa https://orcid.org/0009-0002-6629-3427

DOI:

https://doi.org/10.34142/2709-7986.2025.30.2.18

Keywords:

attitudes, collaborative learning, competencies, co-teaching, knowledge, skills

Abstract

Purpose. The study aimed to explore skills-related challenges faced by educators in inclusive education environments in South Africa, focusing on the Thabo Mofutsanyana District.

Methodology. Grounded on qualitative methods, data were collected through semi-structured interviews with principals, educators who are School-based Support Team (SBST) committee members, district officials who are part of the District-Based Support Team (DBST) and Chairpersons of School Governing Bodies (SGBs), alongside document analysis of policies such as the Education White Paper 6 (EWP6).

Results. The findings revealed that educators encounter challenges in supporting learners with special education needs (LSEN) due to inadequate training, resources, and skills, particularly in operating gadgets like braille machines and use of sign language in communication.

Discussion. Professional training workshops, co-teaching models, and Professional Learning Communities (PLCs) were identified as solutions to build educators' capacity. These mechanisms enable collaborative learning, improve teaching strategies, and promote inclusivity by addressing diverse learner needs.

Conclusion. The study concluded to underscore the importance of equipping educators with practical skills and adequate resources to create a conducive teaching and learning, inclusive classroom environment.

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Author Biographies

Solomon Makola, Central University of Technology, South Africa

Extraordinary Professor and Research Associate in the Department of Post Graduate Studies Education, Central University of Technology, Free State, South Africa.

Mkhumbulo Ndlovu, Central University of Technology, South Africa

Senior Lecturer and Dean of the Faculty of Applied Social Sciences, Eswatini Medical Christian University, Eswatini and Research Associate in Department of Post Graduate Studies Education, Central University of Technology, Free State, South Africa.

Lerata Jan Makate, Central University of Technology, South Africa

Master’s student in Education at Central University of Technology, Free State, Welkom Campus, and currently practicing as a teacher in the Department of Education (Free State) at Thabo Mofutsanyana District.

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Published

2025-10-28

How to Cite

Makola, S., Ndlovu, M., & Makate, L. J. (2025). Exploring skills-related challenges faced by educators in the implementation of inclusive teaching and learning: A case study of the Thabo Mofutsanyana District. Educational Challenges, 30(2), 234–247. https://doi.org/10.34142/2709-7986.2025.30.2.18