Integrating digital pedagogy in mathematics can change teaching and learning. Globally, education institutions adopted digital pedagogy during the coronavirus (COVID-19) pandemic. However, mathematics teachers in rural schools encounter many challenges when embracing digital pedagogy. This article focuses on a study of mathematics teachers' perceptions of integrating digital pedagogy in rural schools. The study involved 28 mathematics teachers, all postgraduate students at the participant university, teaching at rural schools in KwaZulu-Natal, South Africa, post-COVID-19. The study was framed within the ambits of the Substitution, Augmentation, Modification, and Redefinition (SAMR) model and followed a mixed-methods approach, which included a questionnaire and semi-structured individual interviews. Thematic manual coding and NVivo were employed to analyse the qualitative data, while Excel was used to analyse the quantitative data. The findings reveal the strengths, challenges and scaffolding structures needed for successful implementation. While acknowledging the potential of digital pedagogy to promote learner interaction and improve mathematical understanding, it is apparent that teachers are concerned about the inadequate infrastructure, insufficient professional development, and lack of scaffolding structures in rural contexts. The study concludes with recommendations for mathematics teachers, policymakers, and other stakeholders to promote the strengths, address the challenges, and improve the scaffolding structures necessary to successfully integrate digital pedagogy in rural mathematics contexts. The aim of the study is to develop knowledge about digital pedagogy and improve mathematics educational outcomes in rural schools locally and globally through the effective integration of digital pedagogy.