From Techno-Centric to Ecosystem-Centric: An Integrated Framework for Decolonial, Need-Supportive EdTech Integration
Keywords:
Aspiration-alienation paradox; educational technology; learner motivation; under-resourced schoolsAbstract
Educational Technology (EdTech) projects in underfunded schools can create an aspiration-alienation dichotomy since they can create opportunity and perpetuate inequality. This study investigated how technology integration can move beyond this paradox to support sustainable learner motivation. The study suggests and empirically demonstrates an integrated framework for decolonial need-supportive EdTech integration based on the Self-Determination Theory (SDT) and decolonial philosophy. The study’s results were derived from three public secondary schools in the Eastern Cape's Oliver Reginald (OR) Tambo Inland District (n = 16: learners; 33 teachers) and the research used a qualitative-dominant convergent parallel mixed-methods design. Descriptive statistics and reliability testing were used to examine quantitative survey data, while reflexive thematic analysis was used to analyse qualitative interviews and classroom observations. The integrated results show that teacher mediation, which is conceptualised as decolonial needs-supportive facilitation is how learner motivation arises rather than technology itself. The psychological demands for autonomy, competence, and relatedness highlighted in SDT were supported by the teachers who intentionally translated digital content into local linguistic and cultural contexts. Contextually appropriate tools, such as offline video resources and mobile messaging platforms made this facilitative practice possible by enabling pedagogical customisation and localisation despite significant infrastructure limitations. According to the report, equitable EdTech integration necessitates a paradigm change from techno-centric delivery to ecosystem-centric design, giving teacher capacity, tool contextual fit, and culturally grounded teaching top priority. In marginalised educational situations, the suggested paradigm offers a theoretically sound and empirically supported strategy to turn instructional technology from a potential cause of alienation into a driver for learner empowerment.
https://doi.org/10.26803/ijlter.25.4.18
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