Transdisciplinary Education: Enabling the Sustainable Development Goals Using the Fourth Industrial Revolution

Sinha, Saurabh; Lutchman, Vishaal

doi:10.1007/978-3-030-74693-3_9

Cited by 11 publications

(3 citation statements)

References 18 publications

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“…This brings a unique edge to several SDGs -including SDG 17 (Sustainable Partnerships). 4 The worldwide goal of achieving the 17 SDGs by 2030 seeks to ensure that no one is left behind and there is a brighter and more sustainable future for all. All nations are called upon to advance sustainability and preserve the earth, regardless of wealth and disadvantage.…”

Section: The Conceptual Debatementioning

confidence: 99%

The Fourth Industrial Revolution: Conceptual paradox or catalyst for achieving the Sustainable Development Goals?

Mbiza,

Sinha

2023

S. Afr. J. Sci.

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The topic of the Fourth Industrial Revolution (4IR) became significant in South Africa from 2017, through advocacy, amongst others, by the University of Johannesburg and subsequently through the appointment of the Presidential Commission on 4IR. Preceding industrial revolutions each focused on a single technology; 4IR, however, speaks to a confluence of technologies and a synergy of computing, data, and communications technology, with artificial intelligence rapidly redefining the world of work. Conceptual and geopolitical challenges and potential negative societal implications notwithstanding, we argue that the 4IR paradigm shift is critical to South Africa and to realising the Sustainable Development Goals.

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Section: The Conceptual Debatementioning

confidence: 99%

The Fourth Industrial Revolution: Conceptual paradox or catalyst for achieving the Sustainable Development Goals?

Mbiza,

Sinha

2023

S. Afr. J. Sci.

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“…Nevertheless, in an attempt for HE to provide coming generations with the required knowledge and skills, it is critical to consider how the 4IR will impact HE institutes and how education service will be transformed. There are numerous opportunities accessible which will shape the responsibility that HE can play in the 4IR (Sinha & Lutchman 2021).…”

Section: Role Of Higher Education Institutions In Enabling the Fourth...mentioning

confidence: 99%

Higher education for public good: Perspectives in the new academic landscape in South Africa

Tatira¹,

Hlatywayo²,

Olowu³

et al. 2022

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Peer-review declarationThe publisher (AOSIS) endorses the South African 'National Scholarly Book Publishers Forum Best Practice for Peer-Review of Scholarly Books'. The manuscript underwent an evaluation to compare the level of originality with other published works and was subjected to rigorous two-step peer-review before publication, with the identities of the reviewers not revealed to the editor(s) or author(s). The reviewers were independent of the publisher, editor(s) and author(s). The publisher shared feedback on the similarity report and the reviewers' inputs with the manuscript's editor(s) or author(s) to improve the manuscript. Where the reviewers recommended revision and improvements the editor(s) or author(s) responded adequately to such recommendations. The reviewers commented positively on the scholarly merits of the manuscript and recommended that the book be published.

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“…The above results indicate the importance of education in the development of sustainability perceptions and point out that higher education must further incorporate sustainability issues in curricula and academic projects. Quality education is the link between sustainable development and the 4th Industrial Revolution (Sinha & Lutchman, 2021). Thus, the aim of the present research is to examine higher education students' perceptions of sustainable development and how they can be affected by their education.…”

Section: Introductionmentioning

confidence: 99%

The Contribution of Education and ICT Knowledge in Sustainable Development Perceptions: The Case of Higher Education Students in Greece

Lampropoulos,

Astara,

Skordoulis

et al. 2024

JHRSS

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Environmental problems which threaten humanity have led to the need for sustainable development. This need has become even more evident during the last decades. Education is one of the most important tools to achieve sustainable development by educating people to this direction. The use of ICT in the period of the 4th Industrial Revolution supports quality education and sustainable development. The aim of this research is to examine higher education students' perceptions of sustainable development and analyze how these perceptions can be affected by their education. Data from 871 questionnaires responded by higher education students in Greece were analyzed. Data analyses carried out revealed that the level of ICT knowledge can have an impact on the perceptions of sustainable development. Moreover, it is found that these perceptions are affected by education, while just a small percentage of students have been taught courses related to sustainable development. The research results indicate the need for integrating courses and educational programs related to sustainable development in both the universities and the companies.

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Transdisciplinary Education: Enabling the Sustainable Development Goals Using the Fourth Industrial Revolution

Cited by 11 publications

References 18 publications

The Fourth Industrial Revolution: Conceptual paradox or catalyst for achieving the Sustainable Development Goals?

The Fourth Industrial Revolution: Conceptual paradox or catalyst for achieving the Sustainable Development Goals?

Higher education for public good: Perspectives in the new academic landscape in South Africa

The Contribution of Education and ICT Knowledge in Sustainable Development Perceptions: The Case of Higher Education Students in Greece

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