Readiness of South African fee-paying public high schools in Gauteng in adopting 4IR technologies in alignment with Education 4.0

Abstract

ii ABSTRACT Far-reaching implications are being observed regarding how people engage, live, work, and educate themselves due to the requirements of the Fourth Industrial Revolution. The fusion of physical, human, and digital worlds is becoming increasingly evident. The redefinition of industries and the edification of people has led to the emergence of concepts like Education 4.0. which is characterised by intelligent technologies like three-dimensional printing (3D Printing), the Internet of Things (IoT), big data, data analytics, machine learning (ML), gamification, and augmented reality (AR). Literature in this field highlights the disruptive nature of these 4IR technologies, particularly in the education sector. Purpose: This study investigated the readiness level of South African fee-paying public high schools in Gauteng in their adoption and implementation of 4IR technologies in alignment with the objectives of Education 4.0. The outcomes of the study aimed to provide valuable insights into the factors that may have impacted the adoption or lack thereof of 4IR technologies in the classroom and thus offered remedial solutions where applicable. Research Design and Methodology: A generic qualitative research design was employed to explore stakeholder perspectives on the benefits of 4IR technologies in education. Semi-structured interviews were conducted using snowball sampling to gather data. Thematic analysis, specifically an inductive approach, was chosen to identify and interpret emerging themes from the interview transcripts. This research design and methodology provided an in-depth understanding of stakeholder experiences and insights. The total sample size comprised eleven participants. Key Findings: The study revealed both potential benefits and challenges associated with adopting and integrating 4IR technologies in the educational facilities under study. Educators generally perceived value in 4IR technologies for enhancing education quality. Potential benefits identified included personalised learning, active learning, and preparing students for future work iii contexts. However, challenges such as restricted access to technology, inadequate infrastructure, and insufficient training were also identified as potential barriers to adoption. Recommendations: The study recommends targeted interventions to address challenges and leverage opportunities for integrating 4IR technologies in foundational education contexts. These include exploring alternative financing models, implementing comprehensive and ongoing training programs, revising the curriculum policy statement, and effecting infrastructural improvements.