Straddling the Divide: A Framework for Digital Skills Education in Support of Both the UN Sustainable Development Goals and the Fourth Industrial Revolution in South Africa

Lotriet, Hugo; Twinomurinzi, Hossana

doi:10.1007/978-3-030-74693-3_10

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…Knowledge of digital technologies is one of the primary forces behind the ongoing fourth industrial revolution. Augmented reality (AR), artificial intelligence (AI), big data analytics (BDA), cybersecurity, system integration, the internet of things, and autonomous robots are some of the identified enabling technologies, as stated in the national policy on industry 4.0 (National Transformation Program 2020) [ 3 ]; on the other hand, SDG 4 identifies digital skills as a target that seeks to increase the number of people with employment-relevant skills [ 19 ].…”

Section: Literature Reviewmentioning

confidence: 99%

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

Salem

Alsyed

Elshaer

2022

IJERPH

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Compatible with global sustainable development report, 2016 edition, and vision 2030, Saudi Arabia recognized the importance of technology in achieving the Sustainable Development Goals (SDGs). This paper aims to measure the self-perception of digital skills among students in Saudi Arabia’s higher education system to understand how they were influenced before and amid the COVID-19 pandemic. In 2019 before the COVID-19 pandemic, we started a project to study the self-perception of digital skills among Saudi Arabia university students (group A). A total of 469 students participated in this research. The validity and reliability of the employed scale were tested with first-order confirmatory factor analysis (CFA). The differences between the two groups (before and amid the pandemic) were tested through the Mann–Whitney U test. The results for group A (N = 232 students) showed a higher self-perception of their digital skills. In March 2020, amid the pandemic, Saudi Arabia closed and shifted to technology-based teaching like many other countries worldwide. After students’ return to universities in 2021, an evaluation of how the students perceived their own digital skills was again conducted (group B). The results for group B (N = 237 students) demonstrated a lower level of confidence in their own digital abilities. Comparing two groups (A and B), after the educational course was administered, group A (prior to COVID-19) had greater self-perceptions of digital skills than group B (amid COVID-19). Students’ perceptions of their own digital skills have been negatively impacted as a result of the pandemic situation caused by COVID-19. The collected evidence suggests that there is a difference, and that this difference is statistically significant. As a result of the substantial relationship between self-perception of digital skills and how students deal with reality based on their own self-perception, Saudi Arabia higher education ministry shifted teaching methods to be based on technology. Other significant findings and their implications for practice and theory were reported in this study. Finally, limitations and prospects for future research were also elaborated.

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Section: Literature Reviewmentioning

confidence: 99%

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

Salem

Alsyed

Elshaer

2022

IJERPH

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“…But intervention equally suffered the same fate as previous initiatives(Baatjes, 2018;Mayombe, 2017). In another development, the United Nations proposed a provisional workplace e-learning acceptance framework that aligned with the 4IR agenda, which ultimately catalysed the creation of the South Africa Professional Development Framework for Digital Learning in 2017(Lotriet & Twinomurinzi, 2021;van der Merwe & Armitage, 2019).…”

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confidence: 99%

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

SasereI,

Makhasane

2023

J. educ. (Univ. KwaZulu-natal)

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The integration of information communication technology (ICT) in education is vital for achieving educational objectives, and South Africa has undertaken diverse efforts and initiatives to promote this integration in schools. Despite policy support and financial backing, there persists a gap in educators' ICT skills uptake. This paper adopted conceptual analysis to make sense of the principles of adult learning theory (ALT) as a veritable tool for improving ICT skills uptake among educators. The paper outlines the Department of Basic Education's efforts in promoting ICT integration in schools and discusses the associated challenges. Overall, the article advances ALT tenets in planning and implementing ICT-focused, school-based teacher professional development (SBTPD) in schools. These tenets include the need-to-know principle, self-concept or self-directedness principle, learners' experiences principle, readiness-to-learn principle, orientation-to-learning principles, and intrinsic-motivation principle as effective correlates of ICT-oriented SBTPD training. Based on the explication, the paper recommends reforming existing teacher professional development policies, promoting a decentralised approach to ICT training, and conducting comprehensive ICT needs assessments to design effective ICT-oriented needs-based SBTPD training.

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Digital Education and Community Outreach for Sustainable Development in Africa

Rodríguez-Domenech,

Bello-Bravo,

Lutomia

et al. 2023

Implementing the UN Sustainable Development Goals – Regional Perspectives

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Straddling the Divide: A Framework for Digital Skills Education in Support of Both the UN Sustainable Development Goals and the Fourth Industrial Revolution in South Africa

Cited by 3 publications

References 20 publications

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

Before and Amid COVID-19 Pandemic, Self-Perception of Digital Skills in Saudi Arabia Higher Education: A Longitudinal Study

Adult learning theory tenets: A panacea to ICT skills gaps among educators in South Africa

Digital Education and Community Outreach for Sustainable Development in Africa

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