New publication by the RED team!
Ahiaku, P., & Muyambi, G. (2024). Empowering learners for the fourth industrial revolution: The crucial role of teachers and school management. Social Sciences & Humanities Open, 10. https://doi.org/10.1016/j.ssaho.2024.101141 
(open access)
This paper delves into the pivotal roles of teachers and school management in driving Fourth Industrial Revolution (4IR) readiness among leaners. It examines the ways in which teachers and school management can contribute to preparing learners for the demands of 4IR by fostering essential skills, mindsets and knowledge. Drawing from interpretivist paradigm, sample of this qualitative study included three secondary schools close to Empangeni (South Africa) and ranged from fully subsidised to partially subsidised, representing a rich and varied sample. Data collection included class observations, ethnographic field notes and semi-structured interviews with 27 purposively selected teachers including three principals, three heads of departments and 21 teachers. The collective data was analysed using the Atlas-ti and the research found that access to digital technologies, training and skills and continuous professional development remains a problem among teachers and school managers from poor socioeconomic schools whereas teachers and school managers from the richest and most high socioeconomic schools are technologically advanced and in readiness to empower learners for the 4IR. Based on these findings the study advocate for provision of technological resources to schools, comprehensive teacher preparation programs that focus on pedagogical approaches, effective use of digital tools, strategies and curriculum integration of digital technology.
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