Abstract
The advent of the fifth Industrial Revolution (5IR) brought about a transformative shift in the landscape of education. The primary goal of 5IR is to rectify inconsistencies observed in the preceding Fourth Industrial Revolution (4IR). The heightened emphasis on digitalisation, artificial intelligence (AI), automation, and Internet spurred contemplation on the role of humans in an era characterised by technological innovation. The impact of 5IR on Life Sciences education is particularly intriguing, prompting an exploration of perspectives on the interdependence of technology and humanity, specifically from the standpoint of Life Sciences teachers. This research adopts a mixed method approach. An investigation using a questionnaire was employed to the participants to assess the baseline knowledge related to 5IR. Subsequently, interviews were conducted with two participants immersed in technology-rich environments deemed essential for a 5IR-aligned classroom. Findings suggested that a Life Sciences classroom harmonising digitalisation and humanistic approaches aligns with 5IR standards. In the context of 5IR pedagogy, emphasis is placed on the teacher and the learner, with technology as a complementary tool to enhance the learning experience. The study elucidates varying degrees of understanding and application among participants regarding the co-existence of human and technological elements in their teaching practices. The findings highlighted the challenges and opportunities for educators in adapting to changing educational landscapes underpinned by Connectivism. The implications of this study's extend to educational policymakers, curriculum developers, and teacher training programs, emphasise the need for targeted interventions to align teaching practices with the demands of 5IR. In essence, this study contributes to the ongoing discourse on the interdependence of humanity and technology in Life Sciences education within the framework of the 5IR.
Keywords: 5IR (Fifth Industrial Revolution), Life Sciences education, technology integration, pedagogical approaches, Connectivism, educational transformation