REIMAGINING INCLUSIVE SCIENCE EDUCATION: CRITICAL REFLECTIONS ON EQUITY, TECHNOLOGY, AND TRANSFORMATIVE PEDAGOGICAL PRACTICES IN GAUTENG CLASSROOMS

Abstract

This paper investigates the ways in which science teachers in secondary schools across Johannesburg, Gauteng Province, utilize Information and Communication Technologies (ICTs) to foster more inclusive learning environments. Drawing on the Universal Design for Learning (UDL) framework, the study examines how ICT tools are integrated into science classrooms to address diverse learner needs and promote equitable participation. A qualitative case study approach was employed, using semi-structured interviews with science teachers to explore their strategies, challenges, and reflections on ICT-enhanced inclusive pedagogy. The findings reveal that when guided by inclusive pedagogical principles, ICTs play a critical role in supporting learner engagement, representation, and expression. The study contributes to ongoing conversations about the role of educational technologies in advancing inclusive education, particularly within the South African context.

Keywords: ICT integration, inclusive education, science teaching, Universal Design for Learning, teacher pedagogy.