The Teacher Perceptions in Mpumalanga Province Schools Regarding The Inception of Coding and Robotics in Schools

This mixed-methods study examined teachers' perceptions of integrating coding and robotics into the science curriculum in Mpumalanga Province, South Africa. With an increasing need to equip learners with 21st-century skills, the study explored teachers’ preparedness, challenges, and recommendations for effective implementation. Data were collected from 47 teachers using a stratified purposive sampling approach. A structured questionnaire assessed attitudes, technology awareness, and professional development experiences, while open-ended responses provided qualitative insights. Findings indicated positive attitudes toward coding and robotics but highlighted concerns about inadequate training, resource constraints, and varying technological competency levels. Key barriers included insufficient infrastructure, limited professional development, and cultural perceptions. Statistical and thematic analyses identified significant relationships among these factors. The study recommends targeted teacher training, improved resource allocation, and collaborative networks to support successful implementation. These strategies aim to enhance teacher capacity, foster innovation, and ensure learners are well-prepared for the digital age.