{"id":4618,"date":"2026-05-14T05:35:12","date_gmt":"2026-05-14T05:35:12","guid":{"rendered":"https:\/\/oidaijsd.com\/?page_id=4618"},"modified":"2026-05-14T05:36:34","modified_gmt":"2026-05-14T05:36:34","slug":"volume-19-issue-06-pg-209-220-2026","status":"publish","type":"page","link":"https:\/\/oidaijsd.com\/?page_id=4618","title":{"rendered":"Volume 19, Issue 06, Pg. 209-220, 2026."},"content":{"rendered":"

OIDA International Journal of Sustainable Development<\/strong>
\nOpen-access peer-reviewed journal\u00a0<\/strong><\/p>\n

https:\/\/doi.org\/10.64211\/oidaijsd190616<\/a>
\n\"\"<\/p>\n

Exploring Electrical Technology Teachers\u2019 Enactment of TPACK in The Teaching of Programmable Logic Controllers (PLCs)<\/strong><\/p>\n

Nzaliseko \u00a0Dayi 1,*<\/sup>, Thokozani Isaac Mtshali 2<\/sup>, Ramongwane Daniel Sephokgole 3
\n<\/sup><\/strong>1, ,2, 3 <\/sup><\/strong>Department of Technology and Vocational Education, Tshwane University of Technology, South Africa.
\n<\/sup><\/strong>*<\/sup> Corresponding author: dayiisaacnzaliseko@gmail.com<\/a><\/p>\n

Volume 19, Issue 06, Pg. 209-220, 2026.<\/p>\n

Abstract<\/strong>: This study explored Electrical Technology teachers\u2019 enactment of Technological Pedagogical Content Knowledge (TPACK) in the teaching of Programmable Logic Controllers (PLCs). Anchored in a qualitative research approach, a case study design was employed to gain rich, contextual insights into classroom practices. The research focused on a population of ten technical high schools offering Electrical Technology (Power Systems) in the Gauteng province, South Africa. A purposive sample of six (6) teachers was selected based on their experience and involvement in teaching Programmable Logic Controllers (PLCs). The data was collected through non-participant classroom observations to capture authentic teaching interactions without interference. Thematic analysis was used to interpret the qualitative data that was primarily described based on what was observed in the classroom, highlighting patterns in how teachers integrate technology with pedagogy and content knowledge. Preliminary findings indicate that, while teachers display fundamental TPACK understanding, its implementation is frequently dependent on available technological resources, confidence in using PLC tools for simulation and curricular alignment. The study anticipates that professional development centred on practical technology integration and TPACK upgrading will be critical in promoting more successful Programmable Logic Controllers\u2019 learning. These findings contribute to the wider discussion of integrating Industry 4.0 technology into technical and Vocational Education (VOC).<\/p>\n

Keywords:<\/strong> Electrical Technology, PLCs, teacher knowledge, TPCK, Vocational Education.<\/p>\n

Full-text paper download here<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"

OIDA International Journal of Sustainable Development Open-access peer-reviewed journal\u00a0 https:\/\/doi.org\/10.64211\/oidaijsd190616 Exploring Electrical Technology Teachers\u2019 Enactment of TPACK in The Teaching of Programmable Logic Controllers (PLCs) Nzaliseko \u00a0Dayi 1,*, Thokozani Isaac Mtshali 2, Ramongwane Daniel Sephokgole 3 1, ,2, 3 Department of Technology and Vocational Education, Tshwane University of Technology, South Africa. * Corresponding author: dayiisaacnzaliseko@gmail.com Volume 19, Issue 06, Pg. 209-220, 2026. Abstract: This study explored Electrical Technology teachers\u2019 enactment of Technological Pedagogical Content Knowledge (TPACK) in the teaching of Programmable Logic Controllers (PLCs). Anchored in a qualitative research approach, a case study design was employed to gain rich, contextual insights into classroom practices. The research focused on a population of ten technical high schools offering Electrical Technology (Power Systems) in the Gauteng province, South Africa. A purposive sample of six (6) teachers was selected based on their experience and involvement in teaching Programmable Logic Controllers (PLCs). The data was collected through non-participant classroom observations to capture authentic teaching interactions without interference. Thematic analysis was used to interpret the qualitative data that was primarily described based on what was observed in the classroom, highlighting patterns in how teachers integrate technology with pedagogy and content knowledge. Preliminary findings indicate that, while Read More …<\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":[],"_links":{"self":[{"href":"https:\/\/oidaijsd.com\/index.php?rest_route=\/wp\/v2\/pages\/4618"}],"collection":[{"href":"https:\/\/oidaijsd.com\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/oidaijsd.com\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/oidaijsd.com\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/oidaijsd.com\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=4618"}],"version-history":[{"count":1,"href":"https:\/\/oidaijsd.com\/index.php?rest_route=\/wp\/v2\/pages\/4618\/revisions"}],"predecessor-version":[{"id":4620,"href":"https:\/\/oidaijsd.com\/index.php?rest_route=\/wp\/v2\/pages\/4618\/revisions\/4620"}],"wp:attachment":[{"href":"https:\/\/oidaijsd.com\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=4618"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}