Students’ experiences with the utilisation of the 4IR technologies in online learning: a case study of institutions of higher learning in Botswana and Zambia

Abstract

Rationale of Study – This study delved into students' experiences with using 4IR technologies in institutions of higher learning.

Methodology – Adopting a cross-sectional descriptive survey design, this study targeted students in higher learning institutions in  Botswana and Zambia. Data was collected through an online questionnaire (Google Forms). Quantitative data was analysed using IBM  SPSS version 26 for descriptive statistics, while qualitative data was analysed manually using a thematic technique.

Findings – The  findings suggest that higher institutions of learning in Botswana and Zambia have taken steps to integrate 4IR technologies by utilising  learning management systems, virtual classrooms, video conferencing tools, and social media platforms. However, there is still a need to  further incorporate advanced technologies such as blockchain, AI virtual teaching assistants, augmented reality (AR), and virtual reality  (VR) to exploit the potential of Education 4.0 fully.

Implications – The insights derived from this study offer valuable guidance for policymakers, educational administrators, and instructors seeking to contribute to advancing Sustainable Development Goal 4 in the  Southern African region.

Originality – This study is one of the few exploring the perspectives of 4IR among students in the Southern  African education sector.