Teacher professional development (TPD) in Information and Communication Technology (ICT) is critical for enhancing digital pedagogy, particularly in under-resourced rural schools. As a 21st-century skill, ICT knowledge can be understood as the development of a teacher’s computer skills for administration and be used as a mediating tool to enhance learning. The main research question is: What are rural- school teachers’ insights on the professional development in Information and communication technology? This qualitative study explores the experiences of teachers in rural South African schools regarding ICT-related TPD. Using a phenomenological research design, semi-structured interviews were conducted with 10 teachers from two rural schools. The study uses the human capital perspective and is extended by the theoretical framework of Vygotskian social- cultural theory. The data was analyzed by adopting a thematic approach. It was firstly coded before being categorized into clusters, out of which the emerging themes were extracted.

Findings indicate that teachers acknowledge the potential of ICT to improve teaching and learning, however, access to training opportunities remained limited due to infrastructural challenges, insufficient technical support, and unreliable internet connectivity. Participants emphasized the need for context-specific, ongoing, and school-based training models that align with the realities of rural education. It also showed that barriers such as lack of resources, limited government support, and resistance to change hindered effective implementation. The conclusion of this study highlighted the urgent need for the development of policies and interventions to ensure equitable access to ICT-related TPD for rural educators, thereby fostering digital inclusion of 21st century skills in South African education.

Keywords: Teacher Professional Development, ICT, Rural Schools, South Africa, Digital Inclusion.