Abstract:
The fourth industrial revolution (4IR) adoption in South Africa in
higher education institutions (HEIs) has yet to be consistent. Despite
the extensive literature on the possible contributions of technology
to learners’ development, there is a lack of knowledge on barriers to
the higher education sector's adoption of the fourth industrial
revolution (4IR) to support teaching and learning. The most highly
ranked universities in South Africa have somewhat embraced the 4IR,
representing only a fraction of the 26 public universities in the
country. The study identified factors hindering the adoption and
diffusion of 4IR technologies in South Africa’s HEIs. To address this
knowledge gap, we relied on the diffusion of innovation theory as a
guide. Using a qualitative approach, we collected data using
documentary reviews and analyses of authoritative sources to
conceptualise and contextualise 4IR. The findings revealed that 4IR
adoption is not only about perceptions but is also influenced by
material obstacles like conflicting global views on the 4IR, complexity
in conceptualising 4IR, and the digital skills gap in HEIs, among other
factors. To address these obstacles and realise the value of 4IR in
HEIs, institutions must understand the educational scope associated
with 4IR. This can be achieved by conducting more empirical research
on the implications of 4IR on the education sector. To address the
digital skills gap, institutions must design detailed skills plans to
respond to their respective institutions' technological needs,
redesign their pedagogical approaches by extending current practices
to 4IR, and implement change management.
