Main Article Content

Abstract

The aim of this paper was to explore learners’ perspectives on how their schools are preparing them to prosper in the Fourth Industrial Revolution (4IR) era which is powered by Artificial Intelligence (AI). Taking cognisance of the learners’ perspectives on how South African schools are preparing them is essential for enabling the education fraternity to ascertain its level of effectiveness and efficiency hence improving its state of readiness to face the challenges of the 4IR. Therefore, the exploration of the level of preparedness, in line with 4IR challenges, can assist educational policy makers and planners to be more proactive and craft mechanisms to ameliorate the obstacles and discrepancies inhibiting the acquisition of the 21st century educational competences and skills. Employing a qualitative paradigm, semi-structured focus group interviews were used to solicit data from a sample of 30 grade 10 and 11 learners. Findings reveal that computer technology was irregularly and insignificantly used indicating that South African schools are highly ineffective in dispensing grade-appropriate skills thus producing ill-prepared learners to prosper in the 4IRworld of work.

Keywords

Artificial Intelligence Fourth Industrial Revolution Level of Preparedness Technology Acceptance Model

Article Details

Author Biographies

Munyaradzi Sikhakhane, University of Zululand, South Africa

Mr. Munyaradzi Sikhakhane is a doctoral student in the department of Curriculum Studies at the University of Zululand, South Africa and is also a teacher. He currently assists teachers with the implementation of ICT tools in enhancing teaching and learning. His research interests are concerned with educational technology and teacher development.

Email: [email protected]

Mncedisi Christian Maphalala, North West University, South Africa

Mncedisi Maphalala is a Professor at North West University, School of Professional Studies in Education, South Africa. He was Professor and Dean in the Faculty of Education at the University of Zululand. He has previously worked for KZN Department of Education, University of the Witwatersrand and the University of South Africa. Between June and August 2015 he was a Visiting Scholar at the University of North Dakota (USA). His research interests are curriculum studies and assessment in education.

Email: [email protected] 

 

How to Cite
Sikhakhane, M., Govender, S., & Maphalala, M. C. (2021). The extent of South African schools’ preparedness to counteract 4IR challenges: learners’ perspectives. Journal of E-Learning and Knowledge Society, 17(1), 1-9. https://doi.org/10.20368/1971-8829/1135265

References

  1. Abdelrazeq A., Janssen, D., Richert A. S., & Jeschke S. (2016), Teacher 4.0: Requirements of the Teacher of the Future in Context of the Fourth Industrial Revolution, ICERI 2016, November 16, DOI: 1021125/iceri.2016.080.
  2. Adendorff C., Lutshaba U & Shelver A. (2018), Policy Implications of the 4th Industrial Revolution for the Cultural and Creative Economy, Measuring & valuing South Africa’s Cultural & creative economy. Republic of South Africa, Department of Arts and Culture –South African Cultural Observatory.
  3. Amino C. J., Bosire J. & Role E. (2014), Theoretical Underpinnings of Curriculum Change in Developing Economies: Is Complexity Theory the New Wine in Lewins’ Old Wineskin? URL: http://dx.doi.org /10.6007/IJARPED/v3-i3/950 (Accessed on 6th April 2020).
  4. Bertram C. & Christiansen I. (2016), Understanding Research: An Introduction to Reading Research, Pretoria, Van Schaik Publishers.
  5. Bricki, N., & Green, J. (2017). A Guide to Using Qualitative Research Methodology. MSF Field Research.URL: http://hdl.handle.net/10144/84230. (Accessed on 6thApril 2020).
  6. Boholano H. B. (2017), Smart Social Networking: 21st Century Teaching and Learning Skills. Research Pedagogy, l7(1), 21-29.
  7. Butler-Adam J. (2018), The Fourth Industrial Revolution and Education. South African Journal of Science, 114(5/6). DOI: https: //doi.org /10.17159 /sajs.2018/a0271. (Accessed on 6thApril 2020).
  8. Denzin, N. K., & Lincoln, Y. S. (2018), The SAGE Handbook of Qualitative Research. (5thed.) Los Angeles, London, New Delhi, SAGE Publications.
  9. Department of Basic Education (2019), 19th Annual National Teaching Awards, 2019 NTA Booklet, 25 years of Freedom and Democracy, Republic of South Africa.
  10. Department of Education (2004), White Paper on e-Education, Transforming Learning and Teaching Through Information and Communication Technology (ITCs), DoE White Paper 7.qxd 7/17/2006. Government Printing Works, No. 26762, Pretoria.
  11. De Angelis M., Gaeta A., Orciuoli F., Parente M. (2019), Improving Learning with Augmented Reality: A Didactic Remediation Model from Inf@nzia DigiTales 3.6. Journal of e-Learning and Knowledge Society, 15(3), 287-300. DOI: 10.20368/1971-8829/1135032
  12. De Vos A. S., StrydomH., Fouche’ C. B. & Delport, C. L. (2011), Research at grassroots, (4th ed.), Pretoria: Van Schaik
  13. Edmonds W. A. & Kenndy T. D. (2017). An Applied Guide to Research Designs: quantitative, qualitative and mixed methods. Los Angeles, London, New Delhi, SAGE Publications, Inc.
  14. Edutopia. (2014). Why Integrate Technology into the Curriculum? The Reasons are Many, There is Place for Tech in Every Classroom, WHAT WORKS IN EDUCATION. The George Lucas Educational Foundation. URL: http//www.edutopia.org/technology-integration-introduction. (Accessed on 7th April 2017).
  15. Gastrow M. (2018), Policy options framework for the fourth industrial revolution in South Africa: An output of the SA-EU Strategic Partnership Dialogue Conference, Disruptive technologies and public policy in the age of the Fourth Industrial Revolution. Human Sciences Research Council, South Africa, 10 - 12 December 2018 CSIR International Convention Centre, Pretoria.
  16. Gokcearslan S. (2017), Perspectives of Students on Acceptance of Tablet and Self-Directed Learning with Technology. Contemporary Educational Technology, 2017, 8(1), 40-55.
  17. Human Sciences Research Council. (2018), Digital disruption – The Impact; Social innovation – the Need to Consult; young people –Transitioning out of Poverty. HSRC Review 16(4), 2-41.URL:http:/ /www.hsrc.ac.za/uploads/pages /1278/ HSRC %20 Review%20December%202018_fa.pdf . (Accessed on 6thApril 2020).
  18. Kayembe C. & Nel, D. (2019), Challenges and Opportunities for Education in the Fourth Industrial Revolution, 11(3), 79-94.
  19. Kumar, R. (2014). Research Methodology: A step-by-step guide for beginners. 4th Edition. Los Angeles, USA: Sage.
  20. Lesufi P. (2017), Educating Our Childrenfor the Fourth Industrial Revolution.2016/17 vote 5: Education Annual Report Debate, Mr Panyaza Lesufi, Member of the Executive Council for Education, Gauteng legislature – 30 November 2017.
  21. Ilomaki L. (2008), The effects of ICT on school: Teachers' and students' perspectives. University of Torku, Finland. URL: https://oa.doria.fi/bitstream/handle/10024/42311/ B314.pdf?sequence=3. (Accessed on 6th April 2020).
  22. Lombardi M. M. (2007), Authentic Learning for the 21st Century: An Overview. Edu-cause Learning Initiative, Advancing Learning through IT Innovation. URL: http://www.educause.edu/ir/library/pdf/ELI5014.pdf. (Accessed on 15thJanuary, 2019).
  23. Marlin D. (2018), Millennials, this is how artificial intelligence will impact your job for better and worse. Forbes, 2018 January 16,URL: https://www. forbes.com/sites/danielmarlin/2018/01/16/ millennials -this-is-how-artificial-intelligence-will-impact-your-job-for-betterand-worse/#164ba5e445 33 (Accessed on15th January 2020).
  24. Marwala T. (2018), Tackling bias in technology requires a new form of activism. https://www.uj.ac.za /newandevents/Pages/Opinion-Tackling-bias-intechnology-requires-a-new-form-of-activism.aspx. (Accessed on 6th April 2020).
  25. Mathevula, M. D. (2015). The effects of information and communication technology (ICT) on teaching and management of curriculum-related activities: A case of secondary schools in the Groot Letaba Circuit. Mopani District in the Limpopo Province. MEd Thesis.
  26. McNully N. (2018), Are South African Schools ready for the 4IR? July 8, 2018. Niall McNulty Learning, Publishing and Tech Stuff. URL:https://www.niallmcnulty.com/2 018/07/are-south-african-schools-ready-for-the-4th-industrial-revolution. (Accessed on 15th January 2020).
  27. Mihaescu D., & Andron D. (2019), “Education beyond the crisis: new skills, children’s rights and teaching contexts”, The International Study Association of Teachers and Teaching. 1st – 5th July 2019. Sibiu, Romania. ISBN: 978-606-12-1659-8, “Lucia Blaga” University Publishing House.
  28. News Centre. (N.D), Are our schools preparing our learners for the Fourth Industrial Revolution? Eiffelcorp,www.eiffelcorp.co.za (Accessed on 17th July 2019).
  29. Ngeze L.V. (2017), ICT Integration in Secondary Schools: Readiness and Way Forward. International Journal of Information and Education Technology, 7(6), 424-427.
  30. OECD. (2015), Students, Computers and Learning: Making the Connection, PISA, OECD Publishing, http://dx.doi.org/10.1787/9789264239555-en. (Accessed on 29th November 2018).
  31. Padayachee K. (2017), A Snapshot Survey of ICT Integration in South African Schools. South African Computer Journal 29(2), 36-65, https://doi.org10.18489/sacj.v29i2. 463 (Accessed 15th May 2017).
  32. Siemens G. (2005), Connectivism: A Learning Theory for the Digital Age. elearnspace everything learning, URL: http://www.connectivism.ca/. (Accessed May 16, 2016).
  33. Reid L. (2019), Learning Management Systems: The Game Changer for Traditional Teaching and Learning at Adult and Higher Education Institutions, Global Journal of Human-Social Science: (G) Linguistics & Education, 19(6). URL:https://www.researchgate.net/publication/334895309pages. (Accessed on 6th April 2020).
  34. Retief J. (2019), Why Coding alone won’t prepare our children for the 4IR, Education news South Africa. URL: https://www.bizcommunity.Com/Article/196/371/191819.html. (Accessed on 6th April 2020).
  35. Sarayreh, B. H., Khudair, H., & Barakat, E. (2013). Comparative study: The Kurt Lewin of change management. International Journal of Computer and Information Technology, 2 (4), 626-629.
  36. techUK. (2018), The Fourth Industrial Revolution, techUK submission to the Education Select Committee, June 2018. (Accessed on 16th ‎July ‎2019)
  37. Vandeyar, T. (2015, January). Policy intermediaries and the reform of e-Education in South Africa. British Journal of Educational Technology, 46, 344–359. URL: https://doi.org/10.1111/bjet.12130. (Accessed on 16th ‎July ‎2019)
  38. Zupanec V., Miljanovic, T., & Pribicevic, T. (2013), Effectiveness of Computer-Assisted Learning in Biology Teaching in Primary Schools in Serbia. Journal of the Institute for Educational Research 45(2), 422-444. DOI: 10.2298/ZIPI1302422Z.