Coding and robotics for inclusive education in South African higher education teacher training contexts

In this study I explore the potential of coding and robotics to enhance inclusive teaching practices in a private higher education institution in South Africa. Grounded in a qualitative, interpretivist research design, my study examines how pre-service teachers engage with these tools and how they think about their value in relation to learner diversity. Participants completed coding and robotics activities and provided written reflections through structured questionnaires focused on accessibility, engagement, and pedagogical value. The findings contribute to emerging research on contextually relevant, technology-driven strategies for inclusive education in under-resourced settings, showing that, when adapted critically, such tools can promote equitable participation and support learner-centred pedagogy.