TEACHERS' PRACTICES IN RE-CONSTRUCTION OF ENTREPRENEURSHIP CURRICULUM IN THE DIGITAL ERA: A CASE OF EMS TEACHERS IN UTHUKELA DISTRICT, KWAZULU-NATAL, SOUTH AFRICA
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Abstract
Teaching and learning practices have transformed significantly in the contemporary digital landscape.Technology integration has become essential to enhance learners' understanding and prepare them for themodern digitalised workforce. This research paper examined the practices of Economic and ManagementSciences (EMS) teachers in reconstructing the Entrepreneurship curriculum within the digital era inuThukela district, KwaZulu-Natal. The study was grounded in Siemens's (2004) Connectivism theory, which
provided the theoretical framework to understand EMS teachers' practices when teaching Entrepreneurship in technology-enhanced environments. A qualitative research approach within an interpretivism paradigm was employed to explore teachers' lived experiences and perspectives. Data were collected through face-to-face structured interviews with five purposively selected EMS teachers from different secondary schools and analysed using inductive thematic analysis following systematic coding
procedures. The findings revealed that EMS teachers utilise various multimodal tools including online searching platforms and visual media integration. Furthermore, teacher networking, professional collaboration, and learner collaborative strategies emerged as key pedagogical approaches for Entrepreneurship instruction in the digital era. Based on these empirical findings, the study recommends
that the Department of Basic Education should systematically expose EMS teachers to expanded multimodal technological tools, provide comprehensive infrastructure support for digital learning environments, and actively endorse practical Entrepreneurship implementation approaches in schools
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