Experiences of Agriculture Teachers in Assisting Learners Using the Eswatini Learning Passport

Abstract

The growing emphasis on digital learning in Eswatini’s education system underscores the need to understand how teachers facilitate learners’ engagement with emerging educational technologies. The Eswatini Learning Passport (ELP), developed through a partnership between the Ministry of Education and Training, UNICEF, and Microsoft, was introduced to enhance equitable access to quality learning materials across schools. However, its successful use depends largely on teachers’ ability to guide learners effectively. This study explored the experiences of agriculture teachers in assisting learners to use the Eswatini Learning Passport. Specifically, it was guided by the following research questions: (i) How do agriculture teachers guide learners in using the Eswatini Learning Passport? (ii) What challenges do agriculture teachers face when assisting learners to use the platform? and (iii) What strategies can be implemented to enhance effective use the ELP? A phenomenological research design was employed to capture teachers’ lived experiences and practical reflections. Data were collected from five (5) teachers of agriculture selected through purposive sampling from schools across the four regions of Eswatini. Semi-structured interviews were conducted, and the data were analyzed thematically through line-by-line textual analysis to identify emerging themes. Trustworthiness was ensured through credibility, transferability, dependability, and confirmability, while ethical considerations such as informed consent, confidentiality, privacy, and avoidance of harm were strictly observed. The findings revealed that while teachers recognize the educational value of the ELP, its use is constrained by limited access to devices, poor internet connectivity, inadequate digital skills, and lack of institutional support. Teachers mainly provided verbal and informal guidance, often limited by infrastructural and motivational barriers among learners. The study concludes that the ELP holds great potential for enhancing digital learning, but its impact depends on systematic teacher training, improved infrastructure, and school-level leadership support. It recommends targeted capacity building, awareness campaigns, and the integration of ELP into national policy frameworks to strengthen digital inclusion and teaching effectiveness in Eswatini