Exploring Pedagogical Technological Integration in High School Business Studies
This qualitative study explored the integration of pedagogical practices, including the use of digital tools, in high school Business Studies within under-resourced school contexts. Guided by an interpretivist research paradigm and a phenomenological research design, the study sought to understand participants’ lived experiences of pedagogical integration in natural classroom settings. A qualitative approach was employed, with data collected through interviews, classroom observations, and document analysis to ensure depth and triangulation. The study population comprised all Subject Advisors, School principals, Departmental Heads, and Business Studies teachers from selected public schools, with purposive sampling used to select participants. Data were gathered from five (5) subject advisors, ten (10) principals, ten (10) Departmental Heads, and ten (10) Business Studies teachers, providing a comprehensive, multi-perspective understanding of pedagogical integration practices. Thematic analysis revealed both opportunities and constraints in integrating pedagogy and digital tools, particularly challenges related to resources, training, and institutional support. The findings contribute valuable insights into effective pedagogical strategies in Business Studies and provide evidence-based guidance for strengthening teaching practices, professional development, and policy implementation in similar educational contexts.
Digital literacy, Differentiated Learning, Pedagogical Technological Integration, Teaching and Learning, Teaching in Education, UCTD
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