Abstract

The 4IR technologies adoption in South African higher education institutions has yet to be consistent. Despite the extensive literature on the possible contributions of technology to learners’ development, there is a lack of knowledge on the benefits of 4IR in HEIs to support teaching and learning. This study identified the benefits of 4IR technologies in HEIs. To address this knowledge gap, the data used in this research were derived from both primary and secondary sources. The secondary data was collected through a detailed review of extant literature. In contrast, the primary data was collected through a questionnaire survey distributed to Gauteng province students currently registered in universities. In ensuring the reliability of the research questionnaire, Cronbach’s alpha coefficient reliability was conducted on the scaled research questions. Findings from the research were analysed using descriptive statistics and exploratory factor analysis (EFA). Research findings were revealed as per related categories. The findings revealed that 4IR technologies adoption is not only about perceptions but is also influenced by lack of maintenance of 4IR tools, ICT being ignored by the stakeholders of the university/ not amended, poor internet connectivity, deprived ICT approach etc. To address these obstacles and realize the value of 4IR in HEIs, institutions must understand the educational scope associated with 4IR technologies. This can be achieved by conducting more empirical research on the implications of 4IR technologies on the education sector and more trainings must be conducted.

Keywords

Fourth Industrial Revolution; higher education institutions; 4IR benefits