Ramifications of Ease-of-Use, Access to, and Acceptance of 4IR Technologies in Science Teacher Preparation

Anass Bayaga ()
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Anass Bayaga: Nelson Mandela University

A chapter in Digital Transformation for Sustainability, 2022, pp 521-533 from Springer

Abstract: Abstract Regardless of the need to re-direct Science, Technology, Engineering, and Mathematics (STEM) education toward rural-based Science teacher preparation, factors such as ease-of-use, access to, and acceptance of fourth industrial revolution (4IR) technologies receive minimal to no integration, compared to other industries (manufacturing, aviation, medicine, astrophysics, and cosmology). The commencement of the 4IR and its associated technologies is however, transforming virtually all facets of business and industries. Informed by the lack of adequate application of STEM in rural-based settings, the current research examines influencers of rural-based Science teachers’ preparedness in the context of 4IR technologies. Positioned upon the research aim, the selected methodology was primarily a systematic review. The review assessed both past and present literature via Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Anchored on the stated aim, the research develops a multi-level influence explanation in exploring STEM education which is fit for the rural-based Science teacher preparation. Because of the stated conclusion, the recommendation is that; acceptance, ease-of-use, and access as well as 4IR-related skills are significant influencers of rural-based Science teacher preparation and hence South Africa’s teacher training in STEM.

Keywords: Fourth Industrial Revolution; Teacher education; STEM education; Adaptive technologies; Twenty-first century skills (search for similar items in EconPapers)
Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:spr:prochp:978-3-031-15420-1_25

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DOI: 10.1007/978-3-031-15420-1_25

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