Information and Communication Technologies (ICT) have significantly transformed education by enabling flexible learning and widespread access to online resources. The COVID-19 pandemic further emphasised the critical role of digital technology in sustaining education, as institutions relied on digital tools for remote learning. While education departments have provided schools with technological devices, many educators remain unable to effectively integrate ICT into teaching due to insufficient training, a lack of skills, and negative attitudes. This study explores how professional development can reshape teachers’ perceptions and enhance their ICT integration in South African classrooms. It argues that equipping educators with 21st-century digital skills through continuous training is essential for fostering innovative teaching methods. By adopting ICT competencies, teachers can improve learning environments, address diverse student needs, and reduce educational inequalities. Additionally, investing in teachers’ ICT skills supports Sustainable Development Goal (SDG) 4, which aims to ensure inclusive and quality education for all. Using a systematic review of Scopus-indexed articles (2019–2024), the study identifies key barriers to ICT adoption, including limited digital skills and resistance to change. Preliminary findings reveal that these factors hinder effective teaching and compromise educational quality. To address this, the study recommends ongoing professional development to improve teachers’ confidence and competence in using digital tools. This aligns with Goal 16 of South Africa’s Department of Basic Education Action Plan (2019), which focuses on improving teacher professionalism, subject knowledge, and computer literacy. Ultimately, empowering educators with ICT skills will maximise the benefits of digital technology in education.

Keywords: Information and Communication Technologies, Teacher Professional Development, ICT Integration, Digital Skills.