<![CDATA[Teacher autonomy in designing contextual Practical Assessment Tasks (PATs) is an important aspect of Civil Technology education, particularly where teachers must align curriculum requirements with local needs and available resources. However, how teachers exercise this autonomy in resource-constrained educational settings remains insufficiently understood. This study explored how Civil Technology teachers in Limpopo, South Africa, interpreted and enacted their autonomy in designing contextual PATs. An interpretive qualitative approach was employed through an exploratory case study involving seven teachers with diverse specializations and 5–15 years of teaching experience. Data were collected over six weeks using open-ended questionnaires, semi-structured interviews, and document analysis. The data were examined thematically, with triangulation and member checking used to support trustworthiness. The findings were organized around three interconnected themes: curriculum interpretation, time management, and resource adaptation. Teachers’ accounts indicated differing understandings of autonomy, ranging from professional discretion to a response to limited institutional guidance. Time allocation and material availability also shaped decisions about practical task design and implementation. Viewed through the lens of Pedagogical Content Knowledge, these findings suggest that autonomy entails situated professional judgment involving curriculum understanding, pedagogical reasoning, and contextual awareness. The study contributes a context-specific account of teacher autonomy in Civil Technology education and highlights the importance of professional development, collaborative support, and adequate resources for designing contextual PATs while maintaining curriculum alignment.]]>
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