Abstract
The Fourth Industrial Revolution (4IR) and its associated technologies are redefining
societal norms and the work environment. Schools play a central role in preparing our
learners for their future in the evolving global economy. This study investigated the
strategies that School Management Teams (SMTs) use to reform their schools into
future-ready organisations. This qualitative study explored SMTs’ perceptions and the
implications of the 4IR on education, how they envision the school of the future and
the challenges preventing them from achieving that vision. The study also investigated
how SMTs envisioned the role of teachers in the 4IR education environment and how
educators can be prepared sufficiently for this role. Semi-structured interviews, a focus
group interview, and document analysis were used to gather the data for this
investigation. A thematic analysis was used to analyse the data. Davis’s Technology
Acceptance Model (TAM), together with the World Economic Forum’s Readiness
Diagnostic Model Framework adapted for schools, guided the process. The findings
underscore that a future-ready education requires a harmonious blend of traditional
pedagogies with modern technologies. The unique interpersonal role educators play
in education is still relevant in a future-ready education, but educators must be
adaptable and become skilled in the use of technology in their classrooms. While
schools display commendable proactive strategies for future-ready reform, there are
still challenges that remain. These challenges cannot be overcome by schools alone.
It needs to be a community-wide effort.
Keywords: Continuous Professional Teacher Development, Fourth Industrial
Revolution; Future-ready; Reform; School Management Teams; Technology in
Education