Abstract
This doctoral thesis aimed to develop a framework that uses Education 4.0 and Quality 4.0 trends as drivers for a Robust South African Higher Education (HE) system. Three objectives were developed: (1) To assess the students' and staff's perception in HE of Industry 4.0, Education 4.0, Quality 4.0, and the Robustness of the current Education in SA; (2) To determine the relationship between Industry 4.0, Education 4.0, Quality 4.0, and the Robust Education in SA and finally; (3) To determine the impact of Industry 4.0, Education 4.0, Quality 4.0 on RE in the current Education in SA (Develop a framework that uses Education 4.0 and Quality 4.0 trends for a Robust Education (RE) system.
The COVID-19 pandemic has raised concerns over the robustness of the South African Higher Education system. Thus, the country's current state of the Higher Education system robustness needs to be investigated.
The theoretical contributions of this research lie in its ability to investigate and propose a framework that combines Education 4.0 and Quality 4.0 trends better to equip learners for the workplace of the future. Additionally, the thesis presents a holistic assessment of different factors of Industry 4.0 in Higher Education.
Although Education 4.0 and Quality 4.0 have been previously studied, the focus was mainly on the definitions, their evolution, trends, and features. The uniqueness of this study lies in its aim and objectives, which entail a more practical approach to Education 4.0 and Quality 4.0. This study does not just define Education 4.0 and Quality 4.0; it also brings all concepts around it and their implications so that a practical framework could be developed to strengthen the current HE system in South Africa.
This study used a mixed approach combining both qualitative and quantitative methods. Interviews from 15 respondents were used to collect qualitative data, while 300 respondents took part in the quantitative part of the study using a questionnaire. Descriptive statistics were used to analyse data using measures of central tendency, such as the mean and standard deviations, to portray the results better. The hypothesis was tested using correlation analysis and multiple regression analysis, highlighting the relationship and impact that independent variables (Awareness of Industry 4.0, Education 4.0 and Quality 4.0) have on the dependent variable (Robust Education). Cronbach’s alpha and factor analysis assessed the reliability and validity
v
of the quantitative study, while theoretical triangulation was used for the qualitative study.
The study revealed that the current higher education system is robust regarding its outcomes, but there is still space for improvement. Thus, Education 4.0 and Quality 4.0 appeared to be necessary. In addition, the findings showed that social network platforms such as YouTube, WhatsApp, Google Meet, Microsoft Teams, etc., are widely used as part of Education 4.0 and Quality 4.0 trends. Other trends such as Artificial Intelligence, Augmented Reality, the Internet of Things, Simulations, and 3D printing are also used, but only to some extent, as some qualifications are less practical than others. The study successfully achieved its aim by suggesting a framework that combined most of the Education 4.0 and Quality 4.0 trends.