Exploring generation alpha multiple intelligences for improved classroom learning in the Umlazi district: educator experiences

Abstract

The rapid transformation of the educational landscape requires teaching methodologies that respond to the diverse learning needs of Generation Alpha learners, particularly within under-resourced South African contexts. This study explored how Grade Seven educators in primary schools in the Umlazi District, KwaZulu-Natal, employ teaching methodologies aligned with Howard Gardner’s Multiple Intelligences theory to enhance teaching and learning. The study addressed the need to understand how educators adapt pedagogy for diverse learners and the contextual challenges that influence implementation. An exploratory design and qualitative approach, guided by an interpretivist paradigm and a multiple case study strategy, were employed. Data were generated through semi-structured interviews and direct classroom observations involving 12 purposively selected Grade Seven educators across six schools. The findings revealed three key insights. First, educators demonstrated a stronger reliance on certain intelligences, particularly verbal-linguistic, interpersonal, and, to a lesser extent, visual-spatial intelligences, through practices such as discussion, explanation, group work, and the use of visual aids. However, limited integration of bodily-kinaesthetic, musical, and naturalistic intelligences was observed, indicating an imbalance in the application of MI-informed teaching. Second, the uneven implementation of multiple intelligences was shaped by contextual constraints, including overcrowded classrooms, limited teaching resources, language diversity, learner behavioural challenges, and heavy workloads, which restricted educators’ ability to incorporate more interactive and diverse intelligence-based approaches. Third, the findings revealed that insufficient access to sustained and contextually relevant professional development limited educators’ understanding and confident application of MI-informed teaching practices, particularly in relation to less dominant intelligences.. The study recommends strengthening MI-informed teaching through targeted professional development, improved resource provision, and greater institutional support to enable a more balanced and inclusive integration of all intelligences in classroom practice, thereby enhancing learning for Generation Alpha learners in disadvantaged primary school contexts.