Authors : Mamphwe Dzulani; Mulovhedzi Shonisani Agnes

Volume/Issue : Volume 10 - 2025, Issue 11 - November

Google Scholar : https://tinyurl.com/5ye85yas

Scribd : https://tinyurl.com/245a3kkr

DOI : https://doi.org/10.38124/ijisrt/25nov203

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Abstract : Learners with differences in cognitive development, culture, language, and socio-economic backgrounds are found in Foundation Phase heterogeneous classrooms. It challenges to educators in adjusting their teaching strategies to accommodate different learners. These differences also provide opportunities for educators to include culture in learning activities, encourage group activities, and support holistic development. The purpose of the study was to explore how educators manage heterogeneous classrooms and respond to learners’ differences, and how these shape their teaching practices. The study adopted Vygotsky's Sociocultural Theory, which reflects that social interactions in learning and development are important. The study employed a qualitative research design. Interviews and observations were conducted to collect data from eight Foundation Phase educators selected through purposive sampling from four schools within Vhembe District in Limpopo Province. Thematic analysis was utilised. The study findings revealed that managing heterogeneous classrooms impacts teaching and learning; educators adjust instructional strategies to ensure all learners' needs are met. Educators in heterogeneous classrooms face challenges in teaching learners of different abilities. The study recommendation is a continuous educator training, culturally responsive materials, and ongoing collaboration between educators and education stakeholders, aligning the Sustainable Development Goal 4 commitment to promote inclusive and equal learning for all learners.

Keywords : Heterogeneous Classrooms, Inclusive Education, Foundation Phase, Adaptive Teaching Strategies, Sociocultural Theory.

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