Social Inclusivity, Integration and the Fourth Industrial Revolution in South African Universities: Evidence from Vaal University of Technology

Watson Munyanyi; Gloria Mothibi

doi:10.25159/1998-8125/14967

Authors

Watson Munyanyi Universityof Johannesburg https://orcid.org/0000-0003-1727-8351
Gloria Mothibi Vaal University of Technology

DOI:

https://doi.org/10.25159/1998-8125/14967

Keywords:

4IR, fourth industrial revolution, social inclusivity, integration, technology

Abstract

Introduction: The swift strides of the fourth industrial revolution (4IR) and its entrenched emerging technologies are expected to increase significantly, leading to significant technological transformation and socio-economic change. The emerging 4IR technologies could bring substantial economic growth and welfare benefits in sub-Saharan Africa and social and economic disruption. There are emerging concerns that the rising pace of 4IR could widen inequality if counterbalancing policies are not adopted. This implies that coping with the 4IR transformation may require a holistic approach encompassing sustainable social solutions and not just technological ones. To meet and extend their understanding of the curriculum's objectives and improve their overall comprehension, students need to be able to use various digital tools. This study examines the role of the adoption of 4IR technologies in fostering social inclusivity and integration in the South African context.

Methodology: Drawing from the technological integration models, the current study argues that 4IR plays a crucial role in transforming the inclusivity and integration of learners, such as those living with disabilities and those from previously disadvantaged backgrounds. Technology integration models are theoretically constructed models that are meant to assist educators in planning technology integration more profoundly. Research was conducted on 203 students from different faculties selected using simple random sampling. Data was collected using an online questionnaire powered by Google Forms and analysed through structural equation modelling in SmartPLS 4.

Results: An evaluation of the results obtained in this study reveals a positive contribution of 4IR towards the general concept of inclusion as defined by the extent of accommodating different disabilities and backgrounds in social activities. The analysis also demonstrated the importance of 4IR in integrating learners in mainstream classrooms and significant strides in eliminating special needs classes.

Conclusion/- and Recommendations: The paper concludes with recommendations for developing 4IR adoption strategies by universities in South Africa to bring about attitudinal change and formulate genuinely inclusive and integrated practices.

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