Abstract
The adoption and use of educational technology increased with the outbreak of the COVID-19 pandemic, and teaching through technology became the new normal. Higher educational institutions (HEIs) are mandated to align their pedagogical approaches and the quality of graduates to the fourth industrial revolution (4IR). Educational technology can be used to transform pedagogy. This study, therefore, was informed by Technological Pedagogical and Content Knowledge (TPACK) as a theoretical lens and detailed literature on the definition of Education 4.0 to explore lecturers’ perspectives on post-pandemic Education 4.0 requirements for integrating educational technology at a historically disadvantaged university in South Africa. The study employed a qualitative approach and a case study design. Two focus group discussions were used to gather qualitative data from six participants. The participants were heads of departments (HODs) who were purposively selected. The data collected included their experiences integrating educational technology in the post-pandemic, challenges their departments faced when integrating technology, and the post-pandemic Education 4.0 requirements. This study's findings revealed factors that hinder the use of educational technology. These include inadequate ICT infrastructure access, few digital skills training programmes, limited digital skills, and resistance to educational technology among lecturers. The HODs explained that for the university to align with the 4IR, they require exposure to emerging technologies, innovative pedagogies, continuous training suitable for each department’s needs, and access to ICT infrastructure, including internet connection. This study recommends that higher education institutions respond to the demands of the 4IR by investing in ICT infrastructure, continuously exposing lecturers to emerging technologies, and constantly developing digital skills training programmes for lecturers so that universities can produce graduates who can fit in the world of work.
Keywords: Education 4.0, Educational technology, Fourth Industrial Revolution, Higher Education, Lecturers, South Africa