Abstract
This dissertation explored the adoption and use of Fourth-Industrial-Revolution (4IR) tools in the HEIs of South Africa. As 4IR technologies transform multinational corporations, it is essential to integrate them into the educational system to prepare graduates for the future. This study focused on South African HEIs and examined their current knowledge, adoption levels, and challenges regarding 4IR technologies.
The study adopted a quantitative methodology for data collection from both public and private higher education institutions. A simple random sampling method was employed, resulting in a final sample size of 190 valid responses. The data collection focused on several key variables: technological factors (e.g., cost, complexity, compatibility), institutional factors (e.g., top management support, organisational structure, satisfaction with existing systems), and their influence on 4IR adoption and utilisation. These variables were directly derived from the study's specific objectives. Descriptive statistics were used to summarise participant demographics and response trends. Structural Equation Modelling (SEM), executed via SmartPLS, was employed to test the hypotheses and evaluate the relationships among constructs.
The study found that while HEIs acknowledge 4IR technologies, the extent to which they are adopted varies meaningfully. That difference is largely because of infrastructural constraints, insufficient resources, and a lack of digital literacy.
The report offers insights and recommendations for enhancing the integration of 4IR technologies across South African HEIs, aiming to improve academic performance and operational efficiency.