i 
 

 

 

THE IMPACT OF TECHNOLOGY INNOVATION ON 

HIGHER EDUCATION INSTITUTIONS  

A case study of a Private and Public Universities in Johannesburg 

 

 

 

GEORGE C. IROHA  

Student No: 1760493 

 

 

 

 

A thesis submitted to the Faculty of Commerce, Law and Management, at the University 

of the Witwatersrand, Johannesburg, in fulfilment of the requirements for the degree of 

Doctor of Philosophy in Management. 

 

Supervisor: Dr. RENEE HORNE 

 

 

 

January, 2023 

 

 

 

Approved: DR RKC HORNE



ii 
 

DECLARATION 

 

 

I, George C. Iroha, do hereby declare that this thesis is my own work except as indicated in the 

references and acknowledgements. It is submitted in fulfilment of the requirements for the 

degree of Doctor of Philosophy in Management at Wits Business School, Johannesburg. This 

thesis has not been previously submitted before for any degree or examination in this or any 

other university. 

 

 

(Signature) 

Signed in Midrand   

20th January 2023. 

 

 

 

 

 

  



iii 
 

DEDICATION 

 

 

 

 

I dedicate this thesis to my late dad, my beloved mom and my uncle who has always believed 

and supported me throughout my academic journey 

 

 

 

 

 

 

 

 

 

  



iv 
 

ACKNOWLEDGEMENTS 

 

 

 

I would like thank my supervisor, Dr. Renee Horne for her patient, support and mentorship throughout 

my Ph.D. academic years. I would also say a big thank you to my supportive and understanding family, 

most especially my mom (Mrs. Patience Iroha) and my uncle (Prof. Dan Chimere-dan). I thank all 

academic staff of Wits Business School who directly or indirectly supported my PhD journey. Lastly, I 

thank my Lord and Saviour Jesus Christ, the author of all knowledge, without whom this thesis 

wouldn’t have been possible. 

 

 

 

 

 

 

  



v 
 

ABSTRACT 

Technology has demonstrated its disruptive potential in business and human activities, 

particularly in the service industry, as well as improving education and knowledge. Regardless 

of the growth of technology innovation in different industries, its impact on educational 

industry is often overlooked unnoticed, specifically in light of the current Industry 4.0 based 

technology innovation. The revolution of technology over the years has created possibilities 

for improving the teaching and learning method which were entirely lacking before the third 

industrial revolution. In contrast to many innovation research, including that of the fourth 

industrial revolution, which has concentrated primarily on computers and manufacturing, just 

a few studies have examined how technology innovation is revolutionising the service industry, 

particularly the education industry. The aim of this study focused on the impact of technology 

innovation on higher education institution in South Africa. First it investigated the effect of 

technology innovation on learning using the flipped classroom model. Secondly it analysed the 

impact of technology innovation on learning using the Moodle learning method. Thirdly it 

examined the influence of technology innovation on students’ attitude. Fourthly it assessed the 

effect of technology innovation on students’ satisfaction. Then lastly it examined if 

demographic factors (such as age and gender) have a moderating effect on the relationship 

between technology innovation and student satisfaction. 

This study found a positive significant relationship between technology innovation and Moodle 

learning method of learning. Also, there is a positive significant relationship between 

technology innovation and students’ attitude. There is also a positive significant relationship 

between technology innovation and students’ satisfaction. However, the study shows no 

significant positive relationship between technology innovation and flipped classroom method 

of learning. Lastly, the study also found no significant positive relationship between technology 

innovation and students’ satisfaction when demographic factors (age and gender) is a 

moderating variable. These findings will assist both government and educators in tertiary 

institution to develop a theoretical framework with the use of technology innovation tools to 

better prepare students for the fourth industrial revolution which will foster sustainable 

development drive for the future of education. The study adopted the positivist paradigm, and 

followed a quantitative approach in gathering data. The study made use of the survey research 

method and the data were analysed using regression analysis with SPSS statistical tool.  

 

Keywords: technology innovation, industry 4.0, tertiary institution, flipped classroom method, 

Moodle learning Method, students’ attitude, student satisfaction, age and gender 



vi 
 

Table of Contents 

DECLARATION ..................................................................................................................... ii 

DEDICATION......................................................................................................................... iii 

ACKNOWLEDGEMENTS  .................................................................................................. iv 

ABSTRACT .............................................................................................................................. v 

LIST OF TABLES ................................................................................................................... x 

LIST OF FIGURES .............................................................................................................. xiv 

LIST OF ABBREVIATIONS ............................................................................................. xvii 

1. INTRODUCTION .......................................................................................................... 2 

1.1. Background of the study ......................................................................................... 3 

1.2. Research Problem.................................................................................................... 5 

1.3. Contextual Perspectives .......................................................................................... 8 

1.4. Purpose Statement ................................................................................................. 11 

1.5. Research Objectives and Question ...................................................................... 11 

1.6. Significance of the Study ....................................................................................... 12 

1.7. Delimitation ............................................................................................................ 13 

1.8. Research Framework ............................................................................................ 14 

1.9. Organisation of the Study ..................................................................................... 15 

1.10. Assumption .......................................................................................................... 16 

 

2. LITERATURE REVIEW  

INTRODUCTION ........................................................................................................ 19 

2.1. Industrial Revolution during the Ages ................................................................ 20 

2.2. Education and the Industrial Revolution ............................................................ 22 

2.3. Industry 4.0 for Sustainable Development .......................................................... 26 

2.4. The Fourth Industrial Revolution's (4IR) Characteristics ................................ 27 



vii 
 

2.4.1. Big Data......................................................................................................... 27 

2.4.2. The abbreviation AI refers to Artificial Intelligence ................................... 28 

2.4.3. Robotics ......................................................................................................... 28 

2.4.4. Internet of Things (IoT) ............................................................................... 29 

2.4.5. Three-dimensional printing (3D) ................................................................. 29 

2.4.6. Quantum Computing Data ........................................................................... 29 

2.5. Education 4.0 for Sustainable Development ....................................................... 30 

2.6. The History of Higher Education......................................................................... 32 

2.6.1. Elite ................................................................................................................ 32 

2.6.2. Mass ............................................................................................................... 32 

2.6.3. Post-Massification ........................................................................................ 33 

2.7. Higher Education and the Fourth Industrial Revolution .................................. 33 

2.7.1. Fundamental Categories of Megatrends in a Higher Education Institution

 ....................................................................................................................... 34 

2.7.2. Teaching in the 4IR Era ............................................................................... 34 

2.7.3. Research in the 4IR Era ............................................................................... 36 

2.7.4. Service in the 4IR Era .................................................................................. 39 

2.7.5. Challenges in the Technological Advancements for Education  ................ 41 

2.7.6. Implications of the 4IR for Education in South Africa  ............................. 42 

2.7.7. Opportunities for Technological Advancement in Education  ................... 44 

2.7.8. Challenges of 4IR and Education in South Africa ..................................... 45 

2.8. Theoretical Framework ........................................................................................ 46 

2.8.1. The Theory of Diffusion Innovation ............................................................ 47 

2.8.2. The Theory of Planned Behaviour  .............................................................. 48 

2.8.3. Engagement Theory  ..................................................................................... 48 

2.8.4. The Technology Acceptance Model (Tam)  ................................................. 49 

2.8.5. Unified Theory of Acceptance and Use of Technology (UTAUT)  ............. 50 

2.9. Moodle E-learning Platform in the Fourth Industrial Revolution ................... 50 

2.9.1. Moodle Learning System in the Fourth Industrial Revolution .................. 52 

2.9.2. Problem’s students experience while using the Moodle system and how 

they affect their performance ....................................................................... 52 

2.10. Flipped classroom approach on student learning experience ......................... 53 



viii 
 

2.11. The attitudes of university students towards Fourth Industrial Revolution 

learning ................................................................................................................ 55 

2.12. Student Satisfaction, and Perceived Learning in Online Learning 

Environments ...................................................................................................... 56 

2.13. Demographic factors (age and gender) as a moderating effect on the 

relationship between Industry 4.0 base technology innovation and students’ 

satisfaction ........................................................................................................... 57 

2.13.1. Gender Moderating Effect on Education in the 4IR ................................... 57 

2.13.2. Age Moderating Effect on Education in the 4IR ......................................... 58 

2.14. The Gap in the Literature .................................................................................. 59 

2.15. Review of the Literature ..................................................................................... 62 

2.16. Conclusion............................................................................................................ 62 

 

3. RESEARCH METHODS ............................................................................................ 64 

3.1. Introduction ........................................................................................................... 65 

3.2. Research Design ..................................................................................................... 65 

3.3. Source of Data ........................................................................................................ 66 

3.4. Research Instrument ............................................................................................. 66 

3.5. Population of the Study ......................................................................................... 67 

3.6. Sample Size Determination................................................................................... 67 

3.7. Validity of Research Instruments ........................................................................ 68 

3.8. Reliability of Research Instruments .................................................................... 68 

3.9. Data Analysis ......................................................................................................... 69 

3.10. Ethical Consideration ......................................................................................... 70 

3.11. Limitation ............................................................................................................ 71 

3.12. Conclusion............................................................................................................ 72 

 

 



ix 
 

4. DATA ANALYSIS AND TEST ................................................................................... 73 

4.1. Introduction ......................................................................................................... 74 

4.2. Tests for Normality ............................................................................................. 74 

4.3. Tests for Reliability ............................................................................................. 78 

4.4. Factor Analysis .................................................................................................... 86 

4.5. Demographic Information .................................................................................. 98 

4.6. Descriptive Statistics ......................................................................................... 102 

4.7. Conclusion ......................................................................................................... 136 

 

5. REGRESSION ANALYSIS AND INTERPRETATION ....................................... 138 

5.1. Introduction ....................................................................................................... 139 

5.2. Correlation Analysis ......................................................................................... 139 

5.3. Regression Analysis........................................................................................... 140 

5.4. Linear regression – Flipped Classroom Method ............................................ 143 

5.5. Linear regression – Moodle Learning Method............................................... 144 

5.6. Linear regression – Students Attitude ............................................................ 145 

5.7. Linear regression – Students Satisfaction ....................................................... 147 

5.8. Moderation Regression Analysis ..................................................................... 148 

5.8.1. Technology Innovation and Students Satisfaction moderated by age ...... 148 

5.8.2. Technology Innovation and Students Satisfaction moderated by Gender 150 

5.9. Conclusion.......................................................................................................... 151 

 

6. DISCUSSION OF THE FINDINGS ......................................................................... 152 

6.1. Introduction ....................................................................................................... 153 

6.2. Discussion of the results .................................................................................... 153 

6.2.1. Hypothesis 1 ................................................................................................... 154 

6.2.2. Hypothesis 2 ................................................................................................... 156 

6.2.3. Hypothesis 3 ................................................................................................... 158 

6.2.4. Hypothesis 4 ................................................................................................... 159 

6.2.5. Hypothesis 5 ................................................................................................... 161 

6.2.6. Hypothesis 6 ................................................................................................... 163 



x 
 

6.3. Conclusion.......................................................................................................... 164 

7. CONCLUSION ........................................................................................................... 166 

7.1. Introduction ....................................................................................................... 167 

7.2. Contribution of Study ....................................................................................... 167 

7.2.1. Theoretical Contribution ............................................................................... 167 

7.2.2. Empirical Finding ......................................................................................... 168 

7.2.3. Methodological Finding   .............................................................................. 169 

7.3. Implication of the Study ................................................................................... 169 

7.4. Limitation of the Study ..................................................................................... 169 

7.5. Recommendation ............................................................................................... 171 

7.6. Conclusion.......................................................................................................... 171 

 

List of Reference .................................................................................................................. 174 

APPENDIX A ....................................................................................................................... 196 

APPENDIX B ....................................................................................................................... 199 

APPENDIX C ....................................................................................................................... 201 

 

 

 

 

 

 

 

 

 

 

 

 



xi 
 

LIST OF TABLES 

Table 2.1. Industrial revolutions and education revolutions  ............................................ 32 

Table 4.2.1. Test for Normality ............................................................................................. 75 

Table 4.3.1. Reliability Statistics for Technology Innovation ............................................ 78 

Table 4.3.1.1. Technology Innovation Items ........................................................................ 78 

Table 4.3.2. Reliability Statistics for Moodle Learning Method........................................ 80 

Table 4.3.2.1. Moodle Learning Method Items ................................................................... 80 

Table 4.3.3. Reliability Statistics for Flipped Classroom Method ..................................... 81 

Table 4.3.3.1. Flipped Classroom Method Items................................................................. 81 

Table 4.3.4. Reliability Statistics for Students Satisfaction ................................................ 83 

Table 4.3.4.1. Students Satisfaction Items ........................................................................... 84 

Table 4.3.5. Reliability Statistics for Students Attitude ..................................................... 85 

Table 4.3.5.1. Students Attitude Items ................................................................................. 85 

Table 4.3.6. Summary of the Total Item Reliability ........................................................... 86 

Table 4.4.1. Factor Analysis for Technology Innovation ................................................... 87 

Table 4.4.2. Factor Loadings of Retained Items for Technology Innovation ................... 88 

Table 4.4.3. Factor Analysis for Moodle Learning Method ............................................... 90 

Table 4.4.4. Factor Loadings of Retained Items for Moodle Learning Method  ............. 90 

Table 4.4.5. Factor analysis for Flipped Classroom Method ............................................. 92 

Table 4.4.6. Factor Loadings of Retained Items for Flipped Classroom Method ............ 93 

Table 4.4.7. Factor analysis for Students Satisfaction ........................................................ 94 

Table 4.4.8. Factor Loadings of Retained Items for Students Satisfaction ...................... 95 

Table 4.4.9. Factor analysis for Students Attitude ............................................................. 96 

Table 4.4.10. Factor Loadings of Retained Items for Students Attitude .......................... 97 

Table 4.5.1. demographic factors distribution .................................................................... 98 

Table 4.5.2. Gender distribution .......................................................................................... 99 

Table 4.5.3. Age distribution ............................................................................................... 100 

Table 4.5.4. University distribution ................................................................................... 101 

Table 4.6.1. Descriptive Statistics for Technology Innovation ....................................... 102 

Table 4.6.2. Descriptive statistics for technology innovation frequency distributions item 

1............................................................................................................................................. 105 

Table 4.6.3. Descriptive statistics for technology innovation frequency distributions item 

2............................................................................................................................................. 106 

Table 4.6.4. Descriptive statistics for technology innovation frequency distributions item 



xii 
 

3............................................................................................................................................. 107 

Table 4.6.5. Descriptive statistics for technology innovation frequency distributions item 

4............................................................................................................................................. 108 

Table 4.6.6. Descriptive statistics for technology innovation frequency distributions item 

5............................................................................................................................................. 109 

Table 4.6.7. Descriptive statistics for technology innovation frequency distributions item 

6............................................................................................................................................. 110 

Table 4.6.8. Descriptive statistics for technology innovation frequency distributions item 

7............................................................................................................................................. 111 

Table 4.6.9. Descriptive statistics for technology innovation frequency distributions item 

8............................................................................................................................................. 112 

Table 4.6.10. Descriptive statistics for technology innovation frequency distribution item 

9............................................................................................................................................. 113 

Table 4.6.11. Descriptive Statistics for Moodle Learning Method ................................. 114 

Table 4.6.12. Descriptive statistics for Moodle learning method frequency distributions 

item 1 .................................................................................................................................... 114 

Table 4.6.13. Descriptive statistics for Moodle learning method frequency distributions 

item 2 .................................................................................................................................... 115 

Table 4.6.14. Descriptive statistics for Moodle learning method frequency distributions 

item 3 .................................................................................................................................... 116 

Table 4.6.15. Descriptive statistics for Moodle learning method frequency distributions 

item 4 .................................................................................................................................... 117 

Table 4.6.16. Descriptive Statistics for Flipped Classroom Method .............................. 119 

Table 4.6.17. Descriptive statistics for flipped classroom method frequency distributions 

item 1 .................................................................................................................................... 120 

Table 4.6.18. Descriptive statistics for flipped classroom method frequency distributions 

item 2 .................................................................................................................................... 121 

Table 4.6.19. Descriptive statistics for flipped classroom method frequency distributions 

item 3 .................................................................................................................................... 122 

Table 4.6.20. Descriptive statistics for flipped classroom method frequency distributions 

item 4 .................................................................................................................................... 123 

Table 4.6.21. Descriptive statistics for flipped classroom method frequency distributions 

item 5 .................................................................................................................................... 124 

Table 4.6.22. Descriptive statistics for flipped classroom method frequency distributions 



xiii 
 

item 6 .................................................................................................................................... 125 

Table 4.6.23. Descriptive statistics for flipped classroom method frequency distributions 

item 7 .................................................................................................................................... 126 

Table 4.6.24. Descriptive Statistics for Students Satisfaction ......................................... 127 

Table 4.6.25. Descriptive statistics for students’ satisfaction frequency distributions item 

1.............................................................................................................................................. 128 

Table 4.6.26. Descriptive statistics for students’ satisfaction frequency distributions item 

2............................................................................................................................................. 129 

Table 4.6.27. Descriptive statistics for students’ satisfaction frequency distributions item 

3............................................................................................................................................. 130 

Table 4.6.28. Descriptive statistics for students’ satisfaction frequency distributions item 

4............................................................................................................................................. 131 

Table 4.6.29. Descriptive statistics for students’ satisfaction frequency distributions item 

5............................................................................................................................................. 132 

Table 4.6.30. Descriptive Statistics for Students Attitude ............................................... 133 

Table 4.6.31. Descriptive statistics for students’ attitude frequency distributions item 1

............................................................................................................................................... 133 

Table 4.6.32. Descriptive statistics for students’ attitude frequency distributions item 2

............................................................................................................................................... 134 

Table 4.6.33. Descriptive statistics for students’ attitude frequency distributions item 3

............................................................................................................................................... 135 

Table 5.2.1. Kendall’s Correlation Result ......................................................................... 139 

Table 5.3.1. Model Summary Result for Multiple Regression – Technology Innovation 

(Dependent Variable) ......................................................................................................... 141 

Table 5.3.2. ANOVA analysis on predictors and dependent variable ........................... 142 

Table 5.3.3. Coefficients...................................................................................................... 142 

Table 5.4.1. Model Summary for Flipped Classroom Method ....................................... 143 

Table 5.4.2. ANOVA Test Result for Flipped Classroom Method ................................. 144 

Table 5.5.1. Model Summary for Moodle Learning Method ........................................... 144 

Table 5.5.2. ANOVA Test Result for Moodle Learning Method .................................... 145 

Table 5.6.1. Model Summary for Students Attitude ......................................................... 146 

Table 5.6.2. ANOVA Test Result for Students Attitude .................................................. 146 

Table 5.7.1. Model Summary for Students Satisfaction ................................................... 147 

Table 5.7.2. ANOVA Test Result for Students Satisfaction ............................................. 147 



xiv 
 

Table 5.8.1.1. Model Summary of Demographic factor (Age) moderating the relationship 

between technology innovation and students’ satisfaction............................................... 149 

Table 5.8.1.2. Interaction effect of Demographic factor (Age) moderating the relationship 

between technology innovation and students’ satisfaction............................................... 149 

Table 5.8.2.1. Model Summary of Demographic factor (Gender) moderating the 

relationship between technology innovation and students’ satisfaction ......................... 150 

Table 5.8.2.2. Interaction effect of Demographic factor (Gender) moderating the 

relationship between technology innovation and students’ satisfaction ......................... 151 

Table 6.2. Hypotheses results .............................................................................................. 153 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



xv 
 

LIST OF FIGURES 

Figure 1.8. Research Framework ......................................................................................... 14 

Figure 2.1. The theory of diffusion innovation .................................................................... 47 

Figure 2.2. The theory of planned behaviour ...................................................................... 48 

Figure 2.3. Engagement theory ............................................................................................. 49 

Figure 4.4.1. Scree Plot for Technology Innovation ........................................................... 89 

Figure 4.4.2. Scree Plot for Moodle Learning Method ....................................................... 91 

Figure 4.4.3. Scree Plot for Flipped Classroom Method ................................................... 94 

Figure 4.4.4. Scree Plot for Students Satisfaction .............................................................. 96 

Figure 4.4.5. Scree Plot for Students Attitude .................................................................... 98 

Figure 4.5.1. Gender pie chart ........................................................................................... 100 

Figure 4.5.2. Age pie chart .................................................................................................. 101 

Figure 4.6.1. Histogram distributions for technology innovation item 1 ....................... 105 

Figure 4.6.2. Histogram distributions for technology innovation item 2 ....................... 106 

Figure 4.6.3. Histogram distributions for technology innovation item 3 ....................... 107 

Figure 4.6.4. Histogram distributions for technology innovation item 4 ....................... 108 

Figure 4.6.5. Histogram distributions for technology innovation item 5 ........................ 109 

Figure 4.6.6. Histogram distributions for technology innovation item 6 ....................... 110 

Figure 4.6.7. Histogram distributions for technology innovation item 7 ....................... 111 

Figure 4.6.8. Histogram distributions for technology innovation item 8 ....................... 112 

Figure 4.6.9. Histogram distributions for technology innovation item 9 ....................... 113 

Figure 4.6.10. Histogram distributions for Moodle learning method item 1................. 115 

Figure 4.6.11. Histogram distributions for Moodle learning method item 2................. 116 

Figure 4.6.12. Histogram distributions for Moodle learning method item 3................. 117 

Figure 4.6.13. Histogram distributions for Moodle learning method item 4................. 118 

Figure 4.6.14. Histogram distributions for flipped classroom method item 1 ............... 121 

Figure 4.6.15. Histogram distributions for flipped classroom method item 2 ............... 122 

Figure 4.6.16. Histogram distributions for flipped classroom method item 3 ............... 123 

Figure 4.6.17. Histogram distributions for flipped classroom method item 4 ............... 124  

Figure 4.6.18. Histogram distributions for flipped classroom method item 5 ............... 125 

Figure 4.6.19. Histogram distributions for flipped classroom method item 6 ............... 126  

Figure 4.6.20. Histogram distributions for flipped classroom method item 7 ............... 127 

Figure 4.6.21. Histogram distributions for students’ satisfaction item 1 ....................... 128 

Figure 4.6.22. Histogram distributions for students’ satisfaction item 2 ....................... 129 



xvi 
 

Figure 4.6.23. Histogram distributions for students’ satisfaction item 3 ....................... 130 

Figure 4.6.24. Histogram distributions for students’ satisfaction item 4 ....................... 131 

Figure 4.6.25. Histogram distributions for students’ satisfaction item 5 ....................... 132 

Figure 4.6.26. Histogram distributions for students’ attitude item 1 ............................. 134 

Figure 4.6.27. Histogram distributions for students’ attitude item 2 ............................. 135 

Figure 4.6.28. Histogram distributions for students’ attitude item 3 ............................. 136 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



xvii 
 

LIST OF ABBREVIATIONS 

 

AI  Artificial Intelligence 

STEM  Science, Technology, Engineering, and Mathematics 

E-learning Electronic Learning   

COVID 19 Corona Virus Disease of 2019 

2IR  Second Industrial Revolution 

3IR  Third Industrial Revolution 

IoT  Internet of things 

Industry 4.0 Fourth Industrial Revolution 

ICT  Information and Communications Technology 

3D printing Additive Manufacturing 

e-commerce Electronic Commerce 

IBM  International Business Machines Corporation 

1IR  First Industrial Revolution 

SDGs  Sustainable Development Goals 

SDG4  Sustainable Development Goal 4 

OER   Open Educational Content 

MOOCs  Massive Open Online 

R&D   Research and Development 

FEA   Finite Element Analysis 

AR  Augmented Reality 

UaaP   University-as-a-Platform 

EaaS   Education-as-a-Service 

NECT  National Education Collaboration Trust 



xviii 
 

TAM   Technology Acceptance Model 

TPB   Theory of Planned Behaviour 

DIT  Diffusion of Innovations Theory  

UTAUT  Unified Theory of Acceptance and Use of Technology 

ODEL  Open, Distant, and Electronic Learning 

USA  United State of America 

HE  Higher Education 

SPSS  Statistical Package for Social Science



1 
 

 

CHAPTER 1 

INTRODUCTION



2 
 

CHAPTER ONE 

1. INTRODUCTION  

During the last decade, technological advancements have profoundly impacted every aspect of 

human life, corporate operation and the society at large. Technology has now demonstrated its 

disruptive potential in business and other human activities most especially within the service 

sector (Liu & Stephen, 2019), as well as improving teaching and learning (Brown, 2015; 

Chang, & Wills, 2019). For example, amazon.com constructed a system that recommends 

goods to its customers using a database of combined buying histories. This allows customer 

requirements and expectations to be matched through a specialized AI algorithm. Additionally, 

internet community platforms such as Instagram, Facebook etc. have had a profound effect on 

how we socialise and interact with one another, particularly among the expanding population 

of "digital natives" (Gleason, 2018; Davids, & Waghid, 2019). Also, professional platform such 

as LinkedIn, Massive Open Online Course (MOOC) are altering the transmission of skilled 

knowledge, as well as teaching and learning (Waghid, Waghid & Waghid, 2018). While digital 

technology is rapidly gaining traction across multiple industries, its epistemological, 

pedagogical and ethical effects, especially towards the educational industry, remain unnoticed, 

specifically in light of the current Industry 4.0 based technology innovation. Nonetheless, it is 

important to know the vital role of the previous industrial revolutions and the foundation it 

gave for modern advancements in technology and economic output, even though the recent 

development, involving the potential of the fourth industrial revolution breakthroughs, remains 

questionable. The early 1950s were the start of the third industrial revolution, although, the 

technological successes of the previous industrial revolutions had a major impact. 

Consequently, industrialisation gained a foothold in the world economy, and machines 

(computers) were introduced, to enable the channelling of modern and faster way of 

communication and information gathering especially, in the business community, including 

teaching and learning (Penprase, 2018).For example, the combination of the power of 

technology, most notably the third industrial revolution, computer and its advantage of world 

wide web (internet) has revolutionized the business community, including teaching and 

learning, from vast sluggish powered machinery to compact sleek smart machines (Johal, 

Castellano, Tanaka & Okita, 2018; Wang, 2018; Tymon, 2019). The transformation of 

technology has created prospects for improving the teaching and learning method by 

simulations of intricate, time-consuming, and sometimes dangerous scenarios which were 

totally absent before the third industrial revolution (Buckenmeyer, 2017). The Fourth Industrial 



3 
 

Revolution (4IR) provides countries with the opportunity to improve their economic prospects 

through the adoption of cutting-edge technologies that spur growth. South Africa is a 

participant in this transformation. This transformation is altering the way people engage with 

one another as well as the way businesses operate. The purpose of this research was to 

investigate university students’ perceptions of how their schools are preparing them to thrive 

in the Fourth Industrial Revolution technology innovation age, which is powered by Artificial 

Intelligence and different learning routes. Learning about the students’ perceptions of how 

South African universities are preparing them is essential for enabling the education fraternity 

to assess its level of effectiveness and efficiency, and thus improve its state of readiness to face 

the challenges of the Fourth Industrial Revolution. So, the investigation of educational policy 

makers and planners' levels of preparedness in light of 4IR challenges can help them to be 

better prepared, as well as develop strategies for removing obstacles and discrepancies that 

prevent students from acquiring necessary competencies and skills for the twenty-first century. 

 

1.1.Background of the Study 

In today's technologically transformed environment, graduates face significant opportunities 

and challenges for formal education systems presented by the Internet, cloud computing, and 

social media (Agarwal & Agarwal, 2017). Colleges face questions about their own futures, 

particularly employment, as students reflect on their post-graduation life. These AI-powered 

technologies are revolutionising the world to the point where social concepts like "post-work" 

are increasingly characterising the contemporary period (Badat, 2020). While the third 

industrial revolution was fuelled by information technology, the skills required now are distinct 

from those required then. Among these abilities are analytical thinking, interpersonal 

communication and emotional intelligence as well as negotiation skills and the ability to create 

and manage knowledge (Butler-Adam, 2018). Virtually every area of our lives is being 

transformed by the digital revolution, including the way we work, organise, and live. As a result 

of this revolution, homes in both developed and developing countries have seen significant 

changes in how children and adolescents’ access and utilise information, interact, learn, and 

even play (Meyer & Gent, 2018). The educational landscape has not yet been completely 

transformed by this revolution, and it will take time for it to gain traction. Regardless, it is clear 

that teacher-led classes, where pupils are coached to repeat material in order to determine how 

much content they can remember, will never be the same again (Butler-Adam, 2018; Agarwal 



4 
 

& Agarwal, 2017). Sometimes, lecturers may not always motivate students, and that they would 

rather have options available to them. Mobile and tablet devices, as well as instructional 

technology, are advancing at a rapid pace, giving students more autonomy and freedom in 

accessing and sharing information. They allow instructors and professors to design new ways 

for capitalising on the degree of control students have, so improving their motivation to learn.  

Teachers and students are forming new bonds as a result of new pedagogies, and teaching 

talents are being transferred to students faster as a result. The development of student autonomy 

in the creation and administration of their own learning experiences is also a major goal of 

contemporary educational approaches (Xu, David, & Kim, 2018). For students to make a 

meaningful contribution in the real world, they must use digital tools for purposes other than 

academics, as well as to uncover new information. At this point, students put their newly 

acquired information into practise, acquiring confidence and the proactive attitude needed to 

create value in today's technology-driven, knowledge-based societies.  

The 4IR educational shift must be taken into account when rethinking how students are taught 

today. As a result of these new goals, learning environments must be redesigned and new tools 

must be created. Tools that keep track of students' academic progress, their learning objectives, 

and their level of involvement (Skilton & Hovsepian, 2018). Furthermore, the online classroom 

has become a primary means of delivering education, supplanting traditional classrooms as a 

primary form of delivering education. Higher education institutions are increasingly 

recognising the advantages of online educational programmes, largely to stay current in a 

quickly changing digital environment, but also to generate other revenue streams and provide 

students more freedom to work at their own speed. Students who are highly motivated can use 

online learning tools to learn in an isolated environment, but all students can benefit from more 

inclusive, socially connected learning when they are integrated into the official educational 

process (Xing & Marwala, 2017).  

There are many different ways to describe the 4th Industrial Revolution, but Lee and colleagues 

(2018) define it as a combination of technological advancements and institutional innovations 

that improve working efficiency, including teaching, while also enhancing socioeconomic and 

environmental performance. When it comes to teaching STEM subjects such as physics and 

chemistry using robots that have been around for decades, the education sector has been slow 

to adapt to the use of technology for teaching and learning. (Tymon, 2019). Furthermore, 

technology has primarily been utilised to support a didactic method to teaching and learning, 



5 
 

in which instruction is aided by using computer and the availability of electronic instructional 

materials. Nevertheless, in order to be effective in improving students' learning experiences, 

the use of “digital technology” to promote 4IR must go past the use of computers or e-materials 

and must be attuned with a student-centred approach. 

We can only assume that the much-anticipated 4IR will have extensive repercussions not just 

for the economy, but also for our personal and social lives, as well as the manner we 

communicate and interrelate, given the exponential rate at which it is spreading. For example, 

technological advancements and widespread use of smart gadgets for different reasons, such 

as in the use of social media, may limit face-to-face social encounters while speeding up the 

acquisition of critical skills (Liu & Stephen, 2019; Saini & Abraham, 2019). This could inhibit 

the acquisition and development of important soft skills like “emotional intelligence, 

communication, and interpersonal skills, especially among the younger population”. However, 

the World Economic Forum (2018) reports that since the first industrial revolution, the way the 

world of labour is regarded has shifted. As a result of automation and the digitalization of 

operations processes, 4IR will result in a dramatic drop in demand for a variety of vocations, 

including those requiring manual skills and physical abilities. Additionally, Lee et al. (2018) 

proposed that job descriptions and professional abilities should evolve in tandem with 4IR's 

evolution in response to the difficulties and opportunities presented by digital transformation. 

Due to the complexity and multidimensionality of 4IR as it pertains to 21st century teaching 

and learning methodologies, it is critical to grasp its meaning from stakeholders' viewpoints 

(Tymon, 2019; Rubmann, Lorenz, Gerbert, Waldner, Justus, Engel, & Harnisch, 2015). 

 

1.2.Research Problem 

The level of education in a society, region, or country is a significant factor in determining the 

advantages and disadvantages of those entities (Kehdinga & Fomunyam, 2019). In addition, 

Kehdinga & Fomunyam (2019) assert that the success of any society in the world is contingent 

upon the level of education, despite enormous advances in technology, economics, and 

industrial expertise. This is the case despite the fact that there have been a lot of advancements 

in these areas. Education is therefore a crucial factor in the ability of an economy to compete 

successfully in the international market. According to Gwata (2019), education is one of the 

factors that can help link individuals in the workplace and serves as a foundation for 

employment. Additionally, education is one of the factors that can help individuals find 



6 
 

employment. The advancement of technology brought on by the so-called "fourth industrial 

revolution" (4IR) poses a threat to the traditional employment opportunities that have been 

available for decades, and it is causing some industries to decline (Moloi & Marwala, 2020). 

Simply taking this into consideration calls for a shift in how people generally think about 

getting an education. Throughout the years and decades, education has undergone a series of 

revolutions; each revolution required the implementation of a particular strategy in order to 

accomplish its stated objective, and 4IR is not an exception to this rule (Kehdinga & 

Fomunyam, 2019; Moloi & Marwala, 2020). Traditionally, education has followed a path that 

is limited to a single discipline, which requires students to limit their scope of understanding 

and concentrate their efforts as they advance through their studies. As a consequence of this, 

conventional education consisted of individuals acquiring a narrowly specialised skill from an 

educational institution in order to qualify for a particular trade or career. The 4IR, on the other 

hand, is having a significant impact on all aspects of life and society (Moloi & Marwala, 2020; 

Marwala, 2020). It is to be anticipated that developments in technology will bring about shifts 

in business, most notably in educational practises (Xing & Marwala 2017). New methods of 

educational transmission are being made possible thanks to the proliferation of social media 

apps like LinkedIn and other easily accessible online courses (Gwata, 2019; Kehdinga & 

Fomunyam, 2019). As a consequence of this, the methods by which teaching and learning are 

carried out are transformed by these platforms, particularly in terms of communication 

(Fomunyam, 2019; Oke & Fernandes, 2020). The way in which educators instruct and 

communicate with their students has been fundamentally transformed as a result of the 

proliferation of social media tools such as WhatsApp (Mhlanga, 2020). This exemplifies the 

degree to which the educational sector is being transformed by technological advancements. 

According to Manasia et al. (2020), despite the widespread implementation of technology in 

educational settings, there is still a lack of clarity regarding the pedagogical and 

epistemological effects of technology. Tymon (2013) argues further that, despite the fact that 

a variety of technologies can be utilised to facilitate teaching and learning, the education 

industry is still behind in terms of the adoption of technology for teaching and learning. The 

perception of high prices and a general lack of skills are two of the factors that are cited as 

being obstacles to the widespread adoption of technology in the educational sector. As a 

consequence of this, the efficacy of technology in education and the problems associated with 

it have not received sufficient attention (Manasia et al., 2020). Additionally, Masina et al. 

(2020) argue that the benefits and drawbacks of utilising technology in educational settings are 

not adequately documented. They state that this lack of documentation is a problem. Berendt 



7 
 

et al., (2020) examined the benefits and risks of artificial intelligence in the education sector, 

with a particular emphasis on fundamental human rights. Guilherme, (2019) examined the 

current technologicalization of education and its impact on the relationship between a teacher 

and students in the classroom. Berendt et al., (2020) examined the benefits and risks of artificial 

intelligence in the education sector. Scepanovic (2019), on the other hand, noted that the 

technological revolution that is currently sweeping the world and South Africa in particular 

suggests that the education system should be prepared for future difficulties, given the sector's 

critical role in positively reshaping society. In addition, Kayembe & Nel (2019) attempted to 

analyse educational challenges and opportunities in the context of the fourth industrial 

revolution, with a focus on South Africa specifically. According to Kayembe & Nel's (2019), 

the challenges that South Africa's educational system is going to face as a result of the fourth 

industrial revolution include a deficiency in finances, an absence of adequate infrastructure, 

and a lack of human, technical, and financial capacity.  

The rapid progress of education and technology, particularly in the era of the fourth industrial 

revolution (4IR), holds profound implications for societies, economies, and the educational 

sector. Despite this transformative potential, challenges and knowledge gaps persist in 

understanding the impact and integration of technology in education, as well as in adequately 

preparing educational systems for future challenges. Addressing these issues is crucial to 

leverage the potential benefits and navigate obstacles in the dynamic educational landscape. 

The study focuses on specific sub-problems, including the significance of technology 

innovation in learning through the flipped classroom model, the direct implications of 

technology innovation using the Moodle learning method, the contribution of technology 

innovation to students' attitudes, the outcomes of technology innovation on students' 

satisfaction, and the influence of demographic factors (age and gender) on the effects of 

technology innovation and students' satisfaction. By addressing these facets, the research aims 

to contribute valuable insights and recommendations for enhancing the effectiveness of 

technology in education.  

As a result, the purpose of the study was to investigate the influence that technological 

advancement has had on higher education institutions in South Africa. Because this is a 

descriptive study that will identify other research areas for further exploration, the findings of 

this study will address certain gaps while also making a modest contribution to knowledge. 

This is because the study will be a descriptive study. 



8 
 

1.3.Contextual Perspectives 

Fourth Industrial Transformation (4IR) is a technology revolution that blurs the barriers 

between physical, digital, biological domains, according to the World Economic Forum (WEF, 

2018). By using artificial intelligence, data analytics, and algorithms, innovation has the 

potential to enhance human skill by reducing the amount of time and effort required to do time-

consuming and challenging tasks. This is especially true in the education sector. When it comes 

to our day-to-day lives, the fourth industrial revolution is more relevant than previous ones 

since it will affect everything from how we work to how we learn in school (Brown, 2015; 

Penprase, 2018). As a result of using computers to facilitate education and training and in 

particular e-learning, operating costs can be reduced as well as administrative concerns which 

are typically related with face-to-face classroom teaching being decreased. Student happiness 

and performance have been shown to increase by 15% when using a blended learning technique 

that incorporates both e-learning and classroom-based learning. Instead of relying solely on 

face-to-face classroom instruction, emerging technologies such as the internet and mobile 

devices allow students to learn competency-based and self-directed skills while also expanding 

their range of learning activities and the speed at which information is made available to them 

wherever they may be. Beetham & Sharpe (2019) claim that digital technology not only makes 

tutor-student interactions easier, but it also enhances and improve the teaching and learning 

method. Scholars and practitioners in the field of education are beginning to question the 

efficacy and efficiency of technology, particularly online teaching, in enabling teaching and 

learning. This is because technology is becoming increasingly accepted and used in a wide 

variety of manufacturing and service industries. (Henderson, Selwyn, & Aston, 2017). 

Digital technologies haven't changed the mode of teaching and learning, especially in tertiary 

education, despite its good potential for improving teaching and learning through changing 

how students experience their studies (Beetham & Sharpe, 2019; Henderson, Selwyn, & Aston, 

2017). 

Education in South Africa has not altered much despite the prevalence of mobile (smart) 

gadgets and social media, which has had an impact on the way students and teachers interact. 

While the usefulness of technology to help teaching and learning was restricted to digitization 

until recently, this has all changed. In the education industry, many inventions and technologies 

are not protected by patents and exclusive rights, suggesting that academic institutions have no 

control over how they are designed and used. On the other side, Rashid & Asghar (2016) have 



9 
 

shown that digital technology is useful in improving student involvement and self-directedness 

in the classroom. Digital technologies did not, however, have a significant impact on pupils' 

learning outcomes, according to the research team. As a result of technological advancements, 

the dynamics of teaching and learning have shifted, but it is still unclear if incorporating 

technology has a significant impact on teaching condition or improves student achievement 

and knowledge. Interactive e-learning has been shown to improve teaching and learning 

through five different interactive learning instances (Chang, 2016). Researchers found that 

students' personal competence, motivation, and satisfaction with their learning can be improved 

by working together as a team to develop and execute well-structured e-learning programmes. 

When face-to-face and online education are joined in a collective, intermingling, and flexible 

way, according to Chang (2016), electronic learning is more efficient. Nevertheless, the current 

level of dispersion of technology innovation is unparalleled and surpasses previous revolutions 

in terms of velocity (Ringel et al., 2018). Many industries are also trying to keep up with the 

high pace of digital innovation, especially those in the service and education sectors. 

Organisational learning in the education sector has not been proven to be feasible due to 

inconsistent use of digital technology in the teaching and learning process (Brown, 2015; 

Selwyn, 2020). Only a few studies have considered how 4IR alters the service sector, notably 

education, whereas the vast majority of study on innovations, including 4IR, has concentrated 

on computers, primarily in the industrial sector (Collins & Halverson, 2018; Kreijns, Van 

Acker, Vermeulen, & Van Buuren, 2017). 4IR adoption and diffusion in the education sector 

are not fully understood in terms of how they might help with teaching and learning. There are 

many factors at play here (Rashid & Asghar, 2016; Penprase, 2018). 

Nevertheless, we have little knowledge on the methodologies and procedures that the 

educational sector of the country can make use of in other for it to make sure that 4IR capacities 

are improved in classroom practises, particularly in Africa. No academic institution is listed 

among the world's top 50 most innovative firms despite the potential contributions made by 

technology to students' development such as collaborative learning (Ng'ambi et al., 2016; 

Kreijns, Van Acker, Vermeulen & Van Buuren, 2021). Also, no organisations from Africa are 

found in the list of the world's top 50 most innovative firms. Developing graduates with creative 

ideas and applicable abilities in this digital age while also contributing to organisational 

function and productivity will be challenging if the education industry does not respond to 4IR. 

This debate needs to move on from computer technology and focus on how digitalization and 

adoption of 4IR are transforming the educational business and the teaching and learning 



10 
 

process. With this shift in focus, the education sector will not only benefit from the 

technological transformation, but it will also provide an opportunity to confront the riddle 

around the roles and usefulness of digital technology in education and learning.  

The conceptual perspective plays a significant role in understanding the implications and 

potential of the Fourth Industrial Revolution (4IR) in the education sector. The conceptual 

perspective helps us grasp the underlying ideas and concepts behind the integration of 

technology in education. It acknowledges that innovations such as artificial intelligence, data 

analytics, and algorithms can enhance human skills by reducing the time and effort required 

for complex tasks. In the context of education, this means that technology can revolutionize 

the way we learn and teach, making it more efficient, personalized, and accessible. 

One of the key aspects of the conceptual perspective is the recognition of blended learning, 

which combines traditional face-to-face classroom instruction with online and digital elements. 

Blended learning approaches, incorporating e-learning and classroom-based learning, have 

shown positive outcomes in terms of student happiness and performance. It allows for 

competency-based and self-directed learning, expanding the range of learning activities and 

the speed at which information is available to students. Digital technology facilitates tutor-

student interactions and improves the overall teaching and learning process. 

However, despite the potential benefits of technology in education, there are challenges and 

questions raised by scholars and practitioners. The effectiveness and efficiency of technology, 

particularly online teaching, are being scrutinized. The adoption and integration of digital 

technologies in education vary, and there is a need to assess their impact on teaching conditions 

and student achievement. 

Furthermore, the conceptual perspective highlights the need for the education sector to keep 

pace with the rapid pace of digital innovation in other industries. While technology has the 

potential to contribute to students' development and improve collaborative learning, the 

education sector has lagged behind in terms of innovation and incorporation of 4IR capacities. 

This is evident in the absence of academic institutions from the list of the world's top 50 most 

innovative firms and the lack of representation from Africa. 

To address these challenges and maximize the potential of 4IR in education, there is a call to 

shift the focus from computer technology to digitalization and the broader adoption of 4IR. 

This shift will not only benefit the education sector but also provide an opportunity to explore 

and understand the roles and effectiveness of digital technology in education and learning. It 



11 
 

requires the development of methodologies and procedures that can improve classroom 

practices and ensure the integration of 4IR in the education sector. 

In summary, the conceptual perspective emphasizes the transformative potential of 4IR in 

education and highlights the need to overcome challenges and leverage digital technologies for 

improved teaching and learning. By embracing this perspective, the education sector can 

harness the power of technology to prepare students for the digital age, enhance organisational 

function and productivity, and address the broader questions surrounding the role of technology 

in education. 

 

1.4.Statement of Purpose 

The purpose of this study is to explore how educators in tertiary institutions can develop a 

framework using innovative technology and Fourth Industrial Revolution (4IR) tools to 

effectively prepare students for the upcoming changes in the workforce driven by artificial 

intelligence. The fourth industrial revolution is characterized by a shift towards human-

centered work and the convergence of man and machine, which will bridge the gap between 

social sciences and humanities, as well as science and technology. To adapt to these changes, 

multidisciplinary education, research, and innovation are crucial. This study aims to leverage 

the potential of higher education in the 4IR to positively impact society. 

 

1.5.Research Objectives and Questions 

For this study, the following research objectives have been formulated: 

• To investigate the effect of technology innovation on learning using the flipped 

classroom model. 

• To analyse the impact of technology innovation on learning using the Moodle learning 

method. 

• To examine the influence of technology innovation on students’ attitude. 

• To assess the effect of technology innovation on students’ satisfaction. 

• To examine if demographic factors (such as age and gender) have a moderating effect 

on the relationship between technology innovation and student satisfaction. 

For this study, the following research questions have been formulated: 



12 
 

• Does technology innovation have a significant positive effect on learning using the 

flipped classroom model? 

• Does technology innovation have a significant positive effect on learning using the 

Moodle learning method? 

• Does technology innovation have a positive significant effect on students’ attitude? 

• Does technology innovation have a significant positive effect on students’ satisfaction? 

• Do demographic factors (age and gender) moderate the relationship between 

technology innovation and students’ satisfaction? 

 

1.6.Significance of the Study 

This research is crucial because there is insufficient knowledge with regards to the impact of 

4IR (technology innovation) on higher education institution in South Africa. Its effects on 

South African education and the consequences for the future as students prepare for the twenty-

first century have not been fully examined in South Africa. The public will also benefit from 

the study since it will inform them about the significant role that 4.0 industrialisation may play 

in raising the educational standards of South African students, creating job opportunities for 

our youth, and reducing social vices to the bare minimum through the effective application of 

technology and innovation. More importantly, the research will serve as a useful reference for 

future research students who are looking for information to fill in gaps in the literature and 

improve their work. Finally, the study will assist the government in reviewing some of its 

policies that are incompatible with the development and acceptance of the Fourth Industrial 

Revolution (Industry 4.0 technology innovation) in the educational sector, which will serve as 

the foundational pillar of the nation. 

Empirical significance of this study is rooted in the possible impact that the study's findings 

may have on educational researchers and practitioners. The development of appropriate 

teaching and learning approaches, such as robotics, flipped courses, Moodle, and others, could 

have a potential impact on learning outcomes in the educational sector. In order to improve the 

learning and education sector in South Africa, consideration could be given to the need of 

creating and implementing sufficient policies related to the Fourth Industrial Revolution 

(Industry 4.0 technology innovation) in the educational sector. 

Theoretical significance of the study focused on a particular theoretical approach that is used 

for this study in responding to the impact of the fourth industrial revolution (technology 



13 
 

innovation) on learning and educational outcomes in South Africa. As a result, it is expected 

that the findings of this study will address certain gaps while also contributing modestly to 

knowledge, as this is a descriptive study that will identify other research areas for further 

exploration. 

Methodological significance of this study is that it addresses a variety of planning and 

operational issues. It facilitates decision-making. It entails the investigation of cause-and-effect 

linkages between various factors in order to uncover behaviours, patterns, and trends in specific 

variables in relation to the influence of technology innovation on South African tertiary 

institutions. The main objective is to find-tune the broad problem into a specific problem 

statement and generate possible hypothesis that will be tested. This will provide legitimacy and 

wider acceptance to the research work as different methods will be used for different purposes  

 

1.7.Delimitation 

This study only looked at a few areas of the fourth industrial revolution's impact on the learning 

and education sector in South Africa, such as technological innovation's impact, level of 

preparedness, perception and impact of technological innovations. However, there are other 

additional elements of the 4IR that could have resulted in different outcomes.  

There are many universities and colleges of higher learning in South Africa, however this study 

will just focus on a public university (The University of Witwatersrand Johannesburg) and a 

private university (Eduvos Midrand) and can be assumed to be generalizable to other 

universities. In the future, data from other universities should be used. All data collection will 

be handled in accordance with social distancing owing to COVID 19, which limits contact with 

respondents and may result in some confusing responses from people who did not completely 

understand the question. 

 

 

 

 

 



14 
 

1.8.Research Framework 

 

Figure 1 above shows the relationships between the dependent variable (Industry 4.0 base 

technology innovation) and the independent variable (Moodle learning method, Flipped 

classroom method, Students’ attitude and Students’ satisfaction) with the two demographic 

moderating variables (age, gender,) in the study. 

Hypotheses 

The hypotheses that will be tested are as follows: 

H1: Technology innovation has a significant positive effect on learning using the flipped 

classroom method. 

H2: Technology innovation has a significant positive effect on learning using the Moodle 

learning method. 

H3: Technology innovation has a positive significant effect on student’s attitude. 

H4: Technology innovation has a significant positive effect on student’s satisfaction. 

H5: Demographic factors (age and gender) moderate the relationship between technology 

innovation and student’s satisfaction. 

 

 



15 
 

1.9.Organisation of the Study 

Chapter 2: Literature Review: This chapter highlights previous research done on fourth 

industrial revolution on the learning and education sector in South Africa. The strengths and 

limitations of previous study on fourth industrial revolution on the learning and education 

sector in South Africa will be discussed in detail. A parallel review and comparison of previous 

theories related to this research was also looked into. 

Chapter 3: Research Methodology: This chapter gives a review of existing research 

methodology and also compares these theories. The research methodology chosen for data 

analysis as well as advantages and disadvantages of the chosen methodology in this case the 

quantitative method. Ethical considerations taken while the research was conducted was also 

included. 

Chapter 4: Data Analysis and Test: This chapter focuses on data analysis, data presentation, 

and data interpretation. Charts, graphs, and tables are used to represent the data analysis and 

test results. The researcher focused on offering an in-depth insight by analysing the data 

findings with Microsoft Excel and SPSS software. The tests performed in this chapter include 

the normalcy test, the Cronbach alpha test for reliability, factor analysis, and correlation. 

Chapter 5: Regression Analysis and Interpretation: This chapter is to analyse the data 

gathered for the research study in order to test the hypotheses and answer the research questions 

given in chapter one. This chapter summarises and interprets the research study's findings using 

the Statistical Package for Social Science (SPSS) software and Andrew F. Hayes' Process 

Analysis (version 3.2) to conduct a correlation and regression analysis in order to answer the 

research questions and hypothesis. 

Chapter 6: Research Methodology: This chapter addresses the study's findings and 

conclusions based on the data that was examined, as well as whether or not those findings are 

compatible with those of earlier research addressed in the literature review. This section 

examines the findings in relation to the study's objectives, research questions, and hypothesis. 

Chapter 7: Research Methodology: This chapter concluded the research study with a 

summary of the research, its objectives, and findings. It provides conclusions, 

recommendations and limitations. 

Reference: All research references for the study are provided in this section 



16 
 

Appendix: All research instruments that will be used were displayed here (questionnaires).  

1.10. Assumption 

The assumptions underlying the study are outlined as follows: 

a) Technology Innovation in Tertiary Education: It is assumed that technology 

innovation has a transformative impact on educational institutions, particularly in the 

tertiary education sector in South Africa (Maphalala et al., 2021; Mpungose, 2023; 

Lembani, 2020; Chisango et al., 2020). This assumption is based on the premise that 

technological advancements have the potential to revolutionize teaching and learning 

methods. 

b) Impact of Flipped Classroom Method: The study assumes that the flipped classroom 

model, as a form of technology-enhanced learning, has a positive effect on student 

learning outcomes (Mandasari, 2021; Faith & Rahimi, 2022; Torres-Martin et al., 2022; 

Rathner & Schier, 2020). This assumption is supported by existing literature suggesting 

that the flipped classroom method promotes active learning and engagement. 

c) Effect of Moodle Learning Method: It is assumed that the Moodle learning method, 

which leverages technology for online learning management, positively influences 

student learning outcomes (Ismail et al., 2020; Poondej & Lerdpornulrat 2020, Agustina 

et al., 2020; Kanetaki et al., 2021). This assumption is grounded in the belief that online 

platforms like Moodle provide opportunities for personalized learning experiences and 

collaboration. 

d) Influence on Students' Attitude: The study assumes that technology innovation in 

education influences students' attitudes towards learning positively (AI-Rahmi et al., 

2021; Sayaf et al., 2022; Jena, 2020; Nja et al., 2022). This assumption is based on the 

idea that innovative teaching methods and technological tools can enhance student 

motivation and engagement. 

e) Impact on Student Satisfaction: It is assumed that technology innovation contributes 

to higher levels of student satisfaction with their educational experience (Susilawati et 

al., 2021; Gao et al., 2021; Prifti, 2022; Akter et al., 2020). This assumption is supported 

by the notion that innovative teaching methods and technological tools cater to diverse 

learning preferences and improve overall satisfaction. 



17 
 

f) Moderating Effect of Demographic Factors: The study assumes that demographic 

factors such as age and gender may moderate the relationship between technology 

innovation and student satisfaction (Sovacool et al., 2022; Ferreras-Garcia et al., 2021; 

Flavián, 2022). This assumption is based on the premise that individual characteristics 

may influence how students perceive and engage with technology-enhanced learning 

environments. 

g) Relevance of Findings for Sustainable Development: It is assumed that the findings 

of the study will be relevant for policymakers and educators in South African tertiary 

institutions to develop a theoretical framework for integrating technology innovation 

into the curriculum. This assumption aligns with the goal of fostering sustainable 

development in education to prepare students for the challenges of the fourth industrial 

revolution. 

h) These assumptions provide the foundational basis for the study's investigation into the 

impact of technology innovation on higher education institutions in South Africa, using 

both the flipped classroom and Moodle learning methods as focal points for analysis. 

 

 

 

 

 

 

 

 

 

 

 

 

 



18 
 

CHAPTER 2 

LITERATURE REVIEW 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 



19 
 

CHAPTER TWO 

2. LITERATURE REVIEW 

2.1. Introduction 

The phrase revolution is a fascinating word that has seen significant variations in meaning and 

application over time. A revolution (from Latin revolutiononis = upheaval) is a stage in a 

nation's history that culminates in a sudden and significant (social, economic, and political) 

change in society, according to political science. In the past, the term "revolution" was used to 

describe a significant change in governance and political organisation in France and America. 

In the past, the word "revolution" had primarily a political sense. For example, Clark (2019) 

defines revolution as "the use of violence to bring about change in government, regime, and/or 

society." Later, in the 1960s, the word was coined to describe the world's economic ideological 

upheavals (Capitalism vs Communism). Rosenau (1964) defined revolution as any attempt to 

change state policy, rulers, and/or institutions through the use of violence in a culture where 

violent competition is not the norm and when well-defined institutional patterns prevail. Hegel 

(2017) posits, in a similar vein, that revolution is equated with irreversible change, as 

represented by a manifestation of the world spirit in its never-ending pursuit for its own 

fulfilment. In this perspective, Karl Marx claims that revolution is the product of unstoppable 

historical forces that culminate in a struggle between the bourgeoisie and the proletariat. The 

revolution, according to De Tocqueville (1955), was characterised by the overthrow of the 

legally formed aristocracy, ushering in a time of tremendous social, political, and economic 

transformation. The struggle for better economic and welfare policies for the poor in society, 

as well as the class war between the rich and the poor, were also reflected in these definitions. 

Hopper (1950) divides the revolution into four stages of social development: 

a) The first is characterised by mass dissatisfaction and unhappiness that is indiscriminate and 

unorganised. 

b) This discontent crystallises into organised opposition with clear goals, with intellectuals 

swinging from incumbents to dissidents as a crucial component. 

Two types of leaders arise at this stage: a) the prophet imagines a new utopia around which 

men's hopes can be directed, and b) the reformer works systematically toward specific goals. 

(c) The revolution officially begins with the third step. Motives and objectives are formulated, 

an organisation is formed, and a statesman-like leader emerges. As a result, the left and right 



20 
 

of the revolutionary movement have become increasingly split, with radicals displacing 

moderates. 

c) The legalisation of revolution is the fourth and final stage. 

Administrators seize power, a powerful central authority emerges, and society is reconstructed 

around a structure that integrates elements of the old system. 

In a similar vein, Rahman & Iwan, (2019) stated that the term "revolution" has been used to 

characterise the global changes that have happened as a result of economic and technical 

achievements, and so the term "world revolution" can be used to describe a disruptive transition 

that affects all parts of human life. Kocdar, Bozkurt & Goru Dogan, (2021) posited that 

economic, imaginative, technical, organisational, and demographic forces can all force change, 

which can be managed in a variety of ways: positive or negative, voluntary or imposed, 

universal or partial, systematic, random, reactive, and gradual (Dean, 1993; Montana & 

Charnov, 2002). For the purposes of this research, we shall focus on technological innovation 

and the educational transformation in South Africa in the twenty-first century. 

 

2.2.Industrial Revolution during the Ages 

Stearns (2018b) argues that the industrial revolution has been the most significant 

transformation in human history over the last three centuries. The Industrial Revolution 

encompassed the utilization of machines, telephones, electricity, and various technological 

advancements. It had profound impacts on the social and economic aspects of society through 

changes in government policies and the allocation of goods and services. Vries (2008) defines 

the term "industrial revolution" as the shift from a pre-industrial to an industrial civilization, 

marked by a substantial and sustained increase in real gross domestic product per capita. 

Throughout history, three major industrial revolutions have occurred. 

The First Industrial Revolution (1IR), as identified by Ionescu (2018), originated in the Middle 

Ages and extended until 1780. This period witnessed the expansion of canals, railroads, 

communication capabilities, and the emergence of the stock exchange, which facilitated 

banking, investment, and private enterprise. As seen in the work of Hague, Dickens & 

Hopkinson, (2006), while the United Kingdom played a central role in the 1IR, other European 

countries followed suit, experiencing significant transitions from low- to high-income status. 



21 
 

According to Allen (2009), he argued that the 1IR is credited with bringing Europe out of the 

Dark Ages and establishing its global dominance, marking a new era of civilization. 

Taking place between the eighteenth and nineteenth centuries, the 1IR witnessed the transition 

from agrarian to mechanized activities. The introduction of the steam engine revolutionized 

manufacturing during this period (Hirschman & Mogford, 2009; Roberts, 2015). Europe and 

North America, in particular, experienced significant scientific advancements in steel, 

chemistry, electricity, and other sectors during the Second Industrial Revolution (2IR). The 

introduction of electricity enabled the expansion of numerous industries, facilitating mineral 

exploration. Kocdar, Bozkurt & Goru Dogan (2021), argued that a defining feature of the 2IR 

was the widespread use of machinery powered by electricity. 

In the mid-nineteenth century, the Third Industrial Revolution (3IR) commenced, driven by 

advances in manufacturing, distribution, and energy (Roberts, 2015). This era witnessed the 

widespread adoption of nuclear power and electronic devices. Hirschman & Mogford, (2009) 

argued that the 3IR prompted global catch-up, with Europe being a focal point. Although 

technology progressed during the previous industrial revolutions, it did not evolve at the same 

rapid pace. In recent years, technology has undergone rapid development and implementation 

for various reasons, significantly impacting people's lives. Consequently, societies are now 

moving towards the Fourth Industrial Revolution (4IR). According to Miller et al. (2018), the 

4IR refers to a society where individuals engage and interact digitally, utilizing technology to 

assist and regulate their lives. The 4IR revolves around the contemporary digital revolution. 

The 4IR presents new opportunities and prospects for society, building upon the successes of 

previous revolutions. The twenty-first century brings forth numerous challenges that require 

creative solutions. The 4IR encompasses a range of emerging technologies characterized by 

fresh ideas, innovations, and breakthroughs, with the goal of breaking down barriers. Schwab 

(2016) describes the present revolution as being defined by a more pervasive and mobile 

internet, smaller and more powerful sensors, and the integration of artificial intelligence (AI) 

and machine learning. Mobile device usage skyrocketed around the turn of the century. 

Schwab (2016) identifies gene sequencing, nanotechnology, renewable energy, and quantum 

computing as components of the 4IR. The 4IR extends beyond the mere use of smartphones or 

laptops, encompassing the convergence and interaction of these technologies across biological, 

physical, and digital realms. This ongoing progress marks the beginning of a new era of growth, 

development, and discovery, resulting in significant transformations worldwide. 



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Technology has been the driving force behind the world's four industrial revolutions, 

facilitating rapid expansion in both public and commercial sectors. The utilization of 

technology in recent years has given rise to a plethora of new concepts and ideas, taking center 

stage in today's era of rapid growth. These include virtual worlds, smart cities, big data, the 

Internet of Things (IoT), and artificial intelligence (AI). An overarching theme across these 

revolutions is the improvement of people's quality of life and the enhanced ease of conducting 

business and providing services. 

In the corporate world, the term "Industry 4.0" is commonly used as another name for the 4IR. 

Hermann et al. (2016) define Industry 4.0 as a collective term for the technologies employed 

by organisations throughout the value chain. It places significant emphasis on the development 

of digital systems and the integration of networks through smart systems. In Industry 4.0, 

outdated methods that currently rely on human labour will be replaced by new technologies to 

perform tasks. 

Overall, the industrial revolutions have played a crucial role in shaping human history and 

society. Each revolution brought about transformative changes driven by technological 

advancements, from the utilization of machinery and electricity to the emergence of digital 

systems and AI (Allen, 2009). As we move into the Fourth Industrial Revolution, the pace of 

technological development continues to accelerate, offering new possibilities, challenges, and 

opportunities for individuals and societies alike. 

 

2.3.Education and the Industrial Revolution 

Research have been conducted on the impact of the industrial revolution on schooling. For 

example, in their work titled Education 4.0 and Teachers: Challenges, Risk, and Benefits, 

George & Zoe (2020) investigated and captured teachers' viewpoints on the principles, benefits, 

and hazards of Education 4.0. They observed in their work that the role of education has shifted 

as a result of the Fourth Industrial Revolution, which has also impacted teacher expectations. 

In a similar vein, Butler-Adam (2018) observed that curricula, teaching, and learning – rather 

than robotic teachers – are one of the 4IR's implications for the education industry. To put it 

another way, education and training must be conducted across sectors. Students and educators 

from a wide range of backgrounds must be aware of the many factors that go into making the 

4IR a success. Additionally, according to Dunwill (2016), instructors will no longer educate by 

themselves, but rather in partnership with other educators, education professionals, Parent and 



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Guardian Associations, local governments, and other groups. Teachers' changing roles in the 

classroom, according to Xing (2015), necessitate changes in their knowledge, skills, and 

attitudes. They must be able to serve as a mediator in the classroom, ensure that all students 

have access to a healthy, supportive and safe learning environment, and set both longer term 

and short-term learning objectives. 

Beetham & Sharpe (2013) believe that digital technology also strengthens and develops 

relationships between instructors and students, as well as transforming teaching and learning. 

Finally, instructors agree that incorporating ICT into teaching and learning increases students' 

performance, motivation, and development of transversal abilities, according to a study done 

by the European Commission (2019).  

Fisk (2017) defines Education 4.0 as having nine primary dimensions. To begin, learning can 

occur at any time and in any location due to the availability of e-learning resources. 

Additionally, it adopts a more personalised tone by allowing students to select their preferred 

mode of instruction (Dunwill, 2016). Additionally, students are more involved in the 

formulation of the curriculum, the design, and implementation of work plans, as well as in 

situations involving practical and experiential learning, mentoring, and teamwork. In this 

atmosphere, theory becomes practise, and students develop independence, the ability to reason 

logically, and the ability to make conclusions. Finally, the assessment is not conventional and 

may vary greatly depending on the situation and student. 

Sary Silvhiany emphasised the importance of equipping students with critical digital literacy 

skills in her paper titled Critical Digital Literacies in Education 4.0: Preparing Students for the 

Uncertainties of the Post-Truth World. She emphasised the importance of equipping students 

with critical digital literacy skills so that they can effectively analyse and scrutinise digital 

content in order to discern fake from genuine information. While civic engagement requires 

critical reading, critical literacy means carefully sifting through the massive amount of content 

available in print and digital formats, displaying cohesive reasoning and the use of evidence. 

Through critical digital literacy, students are encouraged to inquire about "the sources of that 

information, the interests of its producers, the ways in which it represents the world, and the 

ways in which comprehension of these technological developments is related to broader social, 

political, and economic forces" (Buckingham, 2015). Additionally, Fitria et al. (2020) 

emphasised that traditional literacy focused on reading, writing, and mathematics must be 



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bolstered with the development of new literacy in areas such as data literacy, technology use, 

and human resource management. 

Students need digital literacy in order to develop the adaptive abilities needed to participate in 

the global digital society, benefit from the digital economy, and create new opportunities for 

employment and creative expression as well as social inclusion in the digital economy (Brown-

Martin, 2017). Humanities and social science students must grasp artificial intelligence's 

underpinnings as well as how it operates, as Butler-Badat (2010) notes. Students in the basic 

and applied sciences must be conversant with the political and social climate in which they live 

and study in order to be successful. Xu, David, & Kim (2018) also found that teachers were 

concerned about integrating technology into the classroom due to a lack of resources, such as 

equipment, time, and assistance from colleagues. It was also shown that integrating technology 

into the classroom takes time by Legontis (2010). 

The 4th Industrial Revolution is expected to bring personal and professional changes for 

everyone, including teachers, according to Alakrash & Razak (2018). The authors of Xing & 

Marwala (2017) state that teachers must strive to enhance their own performance as well as the 

performance of their students. For teachers to be ready for the rapid technological changes that 

are required, they must have the proper knowledge and abilities, as well as the exploration of 

their perceptions, attitudes and beliefs about the new context, according to Terrell & Lindsey 

(2009), educators must also be well-versed in current challenges and technologies, as well as 

the ability to adapt. 

Additionally, Gray (2016) discusses instructors' capacity to handle globalisation, future 

strategies, and counselling, as well as their capacity to conduct comprehensive assessments, 

deliver modules tailored to students' interests, and produce new and authentic teachings (Xing 

& Marwala, 2017). Zinnbauer (2007) emphasised the importance of an international framework 

for navigating the fourth industrial revolution's educational transition. According to him, the 

development and dissemination of digital skills is a critical reference point for a wide range of 

national and international human resource education and training strategies. Workers' demands 

for specialised knowledge are expanding, which widens their information, communication, and 

interaction alternatives (OECD, 2020). Finally, they must be technologically knowledgeable 

and see that change is not always negative, but may also be constructive and beneficial. A 

critical ability for citizens in the twenty-first century is creativity, which is a framework, an 

approach, and a plan for resolving challenges (Kamal, Saad, Kok, & Hussain, 2018). 



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In a study titled "the Fourth Industrial Revolution's Challenges and Potential for Education," 

Kayembe & Nei (2019) used desktop research to analyse the Fourth Industrial Revolution's 

challenges and opportunities for the South African educational system. It is only a small portion 

of the issues facing South Africa's educational sector as a result of the Fourth Industrial 

Revolution, according to the research. Findings from the study states that the government 

should ensure that they invest adequately in the growth and development of the education 

system in other for them to take part or participate in the Fourth Industrial Revolution. The 

study recommended that the government should spend more time and money in infrastructure, 

human and financial development. 

This study employed a desktop approach, which imposes limits on the ability to gather current 

information at the time of the investigation. Additionally, due to the fact that the research was 

done in 2019, certain changes in the South African educational sector may have occurred since 

the research was completed. Given the foregoing, this study will build on the previous study's 

findings and fill in some of the gaps. 

Additionally, scholars have examined the fourth industrial revolution's effects on the labour 

market and skills. According to Hooker & Kim (2019), future technological advancements such 

as the AI revolution may have a more dramatic effect, replacing workers on a scale never seen 

before. This could result in a severe reduction in employment opportunities for a sizable 

segment of the population. On the other hand, numerous authors, researchers, academicians, 

and policymakers take a contrary position to the preceding argument. More so, it was argued 

that the new fourth industrial revolution will result in job growth. According to Jack Ma, each 

technology brings not only amazing jobs, new careers, and affluence, but also significant 

obstacles. 

According to Panagiotopoulos & Karanikola (2017), the fourth industrial revolution has 

necessitated that various professional groups reassess their job profiles and equip themselves 

with skills that will enable them to meet the mental, physical, and emotional demands of the 

new labour market. To close these disparities in human capital education and training, both the 

public and commercial sectors will need to make significant legislative and systemic 

adjustments. 

On a fundamental level, a citizen of the twenty-first century must possess basic talents such as 

numeracy, literacy, and basic computer skills. Adults, their families, and communities all 



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benefit from these abilities, according to study, because they ensure increased socioeconomic 

and employment opportunities (UNESCO, 2016). 

Future educational systems will be evaluated on their ability to prepare students for life in the 

twenty-first century, a world that will require a robust digital profile with skills in artificial 

intelligence, robotics, the Internet of Things, augmented reality, virtual reality, 3D printing, 

and smart factories, among other areas (Baruffaldi et al., 2020). The development of proper 

legislation, adequate learning and training, and the provision of necessary skills can all aid in 

the management of the fourth industrial revolution and its implications (Kemato, 2018). The 

modern world is sometimes portrayed as a complicated ecosystem of interconnections. Leaders 

require a holistic vision of changing global concerns in order to detect long-term opportunities 

and challenges that necessitate successful policy responses (Ghobakhloo, 2020). 

 

2.4.Industry 4.0 for Sustainable Development 

Every element of our lives is being affected by the Fourth Industrial Revolution (4IR). Four-

dimensional integration (4IR) is being driven by the digital revolution and aims to design 

systems that benefit people while also safeguarding the environment. When it comes to 4IR 

and its educational applications (such as AI, robotics and the Internet of Things (IoT), big data, 

smart cities) some educators aren't sure whether they're hype or really useful. Examining how 

4IR technologies are being used in diverse industries like business, social networking, 

manufacturing, and e-commerce can help establish their viability or failure. 4IR technology, 

including holograms and virtual interactions, is not a fantasy but a fact (Mavrikios et al., 2019; 

Pates, 2020). The 4IR's potential for education and fulfilling the Sustainable Development 

Goals has been recognised by developing countries (SDGs). The South Africa initiative of the 

Fourth Industrial Revolution has only recently begun in South Africa. More African countries 

are considering adopting the 4IR in order to become global superpowers, according to Ndung'u 

& Signé (2020). The following are quotes about the implementation of 4IR in society from 

notable individuals and organisations: 

Executive Chairman of the World Economic Forum Klaus Schwab thinks that the fourth 

industrial revolution is a revolution. Value creation, exchange, and transfer between 

individuals, businesses, and countries as a whole have undergone a profound, far-reaching 

transformation (Schwab, 2019). 



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"One of our focuses will be to promote open access AI technologies that will foster l