The extent of South African schools’ preparedness to counteract 4IR challenges: learners’ perspectives

Sikhakhane, Munyaradzi; Govender, Samantha; Maphalala, Mncedisi Christian

doi:10.20368/1971-8829/1135265

Cited by 1 publication

(4 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The second examined the extent to which basic school teachers in Africa are proficient in the skills required for 4IR classrooms. Based on the studies analysed, it was indicated that a considerable number of primary and secondary schools across Africa exhibit inadequacies in the adoption and integration of 4IR technologies (Kayembe & Nell, 2019;Mhlanga, 2021;Mtshali & Ramaligela, 2020;Naidoo & Singh-Pillay, 2020;Tshabalala & Mayuru, 2023;Uleanya & Ke, 2019;Sikhakhane et al, 2021). According to Oke and Fernandes (2020), a considerable proportion of African nations demonstrate a need for more commitment towards the 4IR, resulting in their inability to implement necessary measures to assimilate 4IR technologies in basic schools.…”

Section: Resultsmentioning

confidence: 99%

“…In addition, there appears to be a deficiency among educators in effectively integrating Technological Pedagogical Educational Psychology and Content Domain (Atibuni et al, 2022;Ayanwale, 2023;Naidoo & Singh-Pillay, 2020;Sikhakhane, 2021;Tshabalala & Mavuru, 2023). A discernible disparity has been observed in the degree of ICT instruction provided to educators in rural schools as compared to their urban peers.…”

Section: Resultsmentioning

confidence: 99%

“…The unavailability of suitable 4IR tools has acted as a deterrent for educators to utilise ICT within educational institutions. Sikhakhane et al (2021) "South African teachers' perspectives on using the computer as a tool for teaching and learning"…”

Section: Mixed Methods Research Designmentioning

confidence: 99%

“…It has been observed that the utilisation of technology in African schools was sporadic and needed a more significant impact. The statement suggests that the skills being imparted are not commensurate with the level of education, leading to learners needing to be more adequately equipped for the demands of the 4IR world of work (Sikhakhane et al, 2021). Therefore, African basic schools' preparedness level to incorporate 4IR technologies into their instructional methodologies is inadequate.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A systematic review on the fourth industrial revolution: African basic schools' readiness

Awodiji,

Katjiteo

2023

jbpd

View full text Add to dashboard Cite

This systematic review's primary goal is to determine how prepared African basic schools are for implementing 4IR tools and how well-versed in 4IR the teachers in African basic schools are. A systematic review approach was adopted. Data base such as Johannesburg e-library, ProQuest, and Google scholar was used to search for relevant study used. It was determined that the findings were valid and rigourous through the use of PRISMA. Out 106,859 resource generated, the review included 18 studies that met the inclusion and exclusion criteria. The study highlights the necessity for African basic schools to enhance their preparedness for the Fourth Industrial Revolution (4IR). Funding is crucial to provide the necessary 4IR infrastructures, suggesting the allocation of resources by the African government for procurement and deployment of 4IR tools. Additionally, implementing a program to train teachers and school leaders in 4IR technologies is recommended to enhance their capabilities.

show abstract