There is a noticeable gap in available research in South Africa concerning teachers' beliefs and ideas about their teaching, particularly their conceptualisation of learner curiosity and how to harness it. This gap is problematic because it does not provide teachers with the opportunity to explore their teaching methods and the reasons behind them. This study explored learner related factors influencing teachers’ adoption of curiosity in schools in KwaZulu Natal, South Africa. This study is informed by the Information gap theory. Using a case study design within a qualitative framework, data was obtained from 15 teacher participants from 3 independent secondary schools in the Midlands area of KwaZulu Natal. Semi-structured interviews were used to collect data. Data was analysed using thematic analysis. The study findings indicated that the learner-related factors include, learner engagement, a sense of belonging, and peer reactions to curiosity. The study recommends that teacher tertiary institutions should embed the importance of curiosity in their teacher training programmes curriculum.

Keywords: Learner related factors, teachers’, curiosity, schools, KwaZulu Natal, South Africa.