GQEBERHA – Coding and robotics, phonics, reading and assessment are among the areas Eastern Cape teachers say they need more support with, according to feedback from more than 2,000 educators.

The findings, gathered by Oxford University Press South Africa (OUPSA) during teacher-development workshops, show that educators are grappling with a classroom that increasingly demands both digital skills and strong literacy foundations.

Teachers from three Gqeberha schools — Rowallan Park, Kinkelbos Primary and Ezra Primary School — also took part in the workshops, providing a local perspective on the professional development needs identified by educators.

Coding and robotics emerged as the most requested topic among teachers who took part in the workshops, followed by phonics.

Educators seek practical tools

Physical education, measurement, music and assessment also featured strongly, highlighting that teachers are looking for support across a broad range of subjects rather than focusing on one area of the curriculum.

The demand for coding and robotics points to a growing need for teachers to develop confidence in digital skills, while the strong interest in phonics and reading reflects the continuing importance of literacy in the early stages of learning.

Better assessment can also help teachers identify learning gaps earlier and adjust their teaching to meet learners’ needs.

For teachers working in schools with limited equipment, coding and robotics training can provide ways to introduce digital thinking within the resources available to them.

“Teachers are telling us what would help in their classrooms,” said Zimkhitha Gamedala, Oxford’s Eastern Cape Provincial Manager.”When support responds to those realities, teachers can apply it immediately and learners experience more consistent, confident teaching.”

However, professional development is not always easy to access in a province as geographically spread out as the Eastern Cape.

The Department of Basic Education’s School Realities 2025 report shows that roughly one in five of South Africa’s ordinary schools is in the Eastern Cape.

The province’s large number of smaller and remote schools can make regular face-to-face development more difficult, increasing the value of flexible training and resources that teachers can use in their classrooms.

A separate Oxford survey found that teachers’ preferences for training delivery were closely divided.

While 53% preferred online workshops, 47% favoured face-to-face sessions. Almost half of respondents also preferred two-hour sessions and downloadable resources.

Flexible teacher development needed

The findings suggest that professional development needs to be practical and flexible enough to fit around teachers’ classroom responsibilities.

Turning training into classroom practice

Shorter online and regional sessions, curriculum-aligned resources and follow-up guidance could help make professional development more useful beyond a single workshop.

For teachers in remote schools, flexible support could also help reduce professional isolation and allow practical teaching methods to reach classrooms beyond major centres.

The feedback gives districts, training providers, publishers and school leaders a clearer indication of the areas teachers believe require attention.

OUPSA’s teacher-development workshops are one example of an approach that combines training with curriculum-aligned resources and flexible delivery options.

“Every response helps us develop content that is relevant to classroom realities,” Gamedala said.

“When teachers leave with something useful, professional development becomes part of classroom practice rather than a once-off event.”

Teachers and school leaders can find information about upcoming Oxford workshops at Oxford University Press South Africa workshops.

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