Globally, higher education has been, over the years, a source of innovation, policy, new knowledge and a national asset. However, the advent of the Fourth Industrial…
Globally, higher education has been, over the years, a source of innovation, policy, new knowledge and a national asset. However, the advent of the Fourth Industrial Revolution (4IR) is having an impact on the principles of learning from primary to tertiary levels. The purpose of this paper is to consider how the 4IR has and will continue to impact education at the various levels of learning.
The paper aims to bridge the perceived information gap and provide insights into the kinds of educational preparation and the skills and qualifications that 4IR jobs require. In response, the following are considered: the need to tweak the curriculum, adopt the right technology for in class and online delivery and the projection of other learning techniques and skills that are often not considered pertinent. Data gathering for the report was by discussion with experts and consultation of relevant articles and write-ups from related websites.
The advent of smart communication systems involving artificial intelligence, internet, robotics, virtual reality and digital textbooks has opened a new vista in relation to how and what is learnt in schools. Just as technologies brought about smart communication systems, the 4IR model of higher education is rapidly evolving and as such, curriculum development and review must be dynamic, and it must keep pace with the technological advances and skills required in the twenty first century.
More purposeful research needs to be conducted in universities and industries with the intention of accelerating internal and external innovations so that markets can be expanded. Furthermore, efforts to reduce the cost and time of generating innovations will need to be intensified.
The value and emphasis that are placed on the acquisition of degrees and paper qualifications are changing rapidly. Although it is traditional for students to compete for admission to the face-to-face classroom model, it is no longer unusual for a student to take courses online from any part of the world and still be accepted into positions usually reserved for traditional classroom education.
As at today, examples of 4IR services include Uber, Airbnb, Cloud services, Artificial intelligence, Cyber-security, three-dimensional printers, driverless cars and robotics. Machine learning and drone technology are also of growing significance. As yet, subjects dealing with such inventions and innovations are not part of the curriculum of many institutions and this is a cause for concern.
The 4IR era will bring great changes to how students are taught and what students must learn as the tools for transformational learning are already overwhelming. Jobs will be scarce for those without the requisite skills, whereas those with the right skills will have to keep up with the pace of technological development, otherwise they too will be left behind. Schools will increasingly become centres for the generation of innovation and its incubation and in all this, quality learning, teaching and knowledge impartation can easily be carried out online.
Internet‐based robotic systems have received much attention in recent years. A number of design issues are essential for designing this new type of robotic systems. This paper addresses the Internet time delay, the user interface design and concurrent user access for an Internet‐enabled arm robot. The implementation and application of the Internet‐enabled arm robot in an open control laboratory has been illustrated as a case study.
Construction 4.0 technology has the capabilities for improving the design, management, operations and decision making of construction projects. Therefore, this study aimed…
Construction 4.0 technology has the capabilities for improving the design, management, operations and decision making of construction projects. Therefore, this study aimed at examining the willingness of construction professionals towards adopting construction 4.0 technologies.
The study adopts a survey design, and construction professionals in South Africa are assessed using a convenience sampling technique through a structured questionnaire. The questionnaire was analysed with SPSS while statistical test like; mean score, t-test and principal component analysis was used to present the data.
The findings, from the analysis, revealed that the construction professionals are willing to adopt construction 4.0 technologies for construction project. However, the possibility of fully integrating the technologies into the construction industry is low. This is because the major technologies such as; Internet of things, robotics, human-computer interaction and cyber-physical systems that encourage smart construction site are rated as not important by the construction professionals.
It is believed that the findings emanating from this study will serve as an indicator for investors that are interested in procuring construction 4.0 technologies for the construction industry.
This paper presents a framework for the application of construction 4.0 technologies for the construction industry. It also contributes to the development of digitalising construction industry in South Africa.