Abstract
The main aim of this paper is to provide justification for the inclusion of Artificial Intelligence (AI) and other Fourth Industrial Revolution (4IR) technology innovations in the higher educational institutions’ curriculum based on evidence from modular, short-learning courses, degree and master’s programmes with particular focus on 4IR technology currently being offered by the University of Johannesburg, South Africa.
In achieving this objective, this paper reviews the University’s policy document on the Fourth Industrial Revolution and various programmes and courses aligned to the 4IR, which have been designed and offered by the Department of Accountancy of the University of Johannesburg to provide both sensitization and knowledge of the 4IR technologies including AI. The content and outcomes of these courses and programmes together with target learners were reviewed.
The Department of Accountancy of the University of Johannesburg in conjunction with the South African Institute of Chartered Accountants (SAICA) developed short learning programmes (SLPs) namely: Introduction to 4IR for Accountants; Introduction to 4IR for Professionals in Business; Artificial Intelligence for Accountants; Artificial Intelligence for Professionals in Business; Blockchain Technology for Accountants; Blockchain Technology for Professionals in Business. SAICA mandated their members to enroll for these courses as part of their continuous professional education. Apart from accountants, other professionals in other fields in various organisations were also encouraged to enroll for these SLPs.
The findings show that in line with the institution’s policy on the fourth industrial revolution, various courses and programmes were developed to provide opportunity for the students, academics, professionals and managers to appreciate and acquire relevant knowledge on the 4IR technologies. This ensures that students are adequately prepared for the work of the future
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and that the current workforce are made relevant for the work of the future more so as the future is already here.
The paper’s main recommendation is that other higher institutions of learning in South Africa and other parts of the world should join the train by developing course contents and providing training for students and the workforce in various field of endeavors to create ‘a better world in the future’.