Abstract

In South Africa, introducing environmental education (EE) in the Foundation Phase is important for helping young children develop an early understanding of environmental issues. Although the Curriculum and Assessment Policy Statement (CAPS) supports the inclusion of EE, many teachers struggle to use technology effectively to promote environmental awareness. This study examines how Foundation Phase teachers use technological tools and processes to support EE in the classroom. It looks at how teachers apply technology to teach environmental topics, which tools are most helpful, what challenges they face, and how technology affects learners' attitudes and understanding of environmental sustainability. The study is based on an interpretivist approach to understand teachers' views and experiences. A qualitative case study design was used, with data collected through semi-structured interviews and classroom observations. Ten Foundation Phase teachers from different suburban schools in Vhembe District, Limpopo Province were selected using purposive sampling. Thematic analysis was used to examine the data. The study focused only on urban schools and did not include rural areas. The results show that teachers mostly use simple technological tools, such as educational videos and interactive whiteboards, to introduce environmental topics. However, a lack of access to more advanced technology and limited training opportunities make it difficult for teachers to fully integrate technology into environmental lessons. Based on the findings, the study recommends providing professional development programs to help teachers use technology more effectively in EE. It also suggests investing in appropriate and accessible technological resources for early childhood environmental education. To successfully use technology in EE, schools must ensure that teachers are well-prepared and that the necessary resources are available.

Keywords: Environmental education, Foundation phase, Technological integration, Sustainability awareness, Early childhood education