Stakeholder perceptions and the impact of the Fourth Industrial Revolution in South African TVET colleges: A qualitative study

Ivan Magadza

doi:10.55056/etq.1040

Authors

Ivan Magadza University of South Africa https://orcid.org/0000-0002-3936-0738

DOI:

https://doi.org/10.55056/etq.1040

Keywords:

youth empowerment, skilled labour, Fourth Industrial Revolution, digital divide, curriculum development

Abstract

This qualitative study examines the integration of Fourth Industrial Revolution (4IR) technologies in South African technical and vocational education and training (TVET) colleges, using the technology acceptance model (TAM) as a guiding framework. Data were collected through in-depth interviews and focus group discussions with 50 participants, including campus managers (10%), educators (50%), and students (40%) across five TVET campuses. Thematic analysis, facilitated by NVivo 12, identified patterns and themes related to adoption, challenges, and institutional responses. Findings indicate that 4IR technologies can enhance access to education, improve graduate employability, and support personalised learning. However, persistent barriers, such as infrastructure deficits, limited digital literacy, outdated curricula, resistance to technological change, and concerns over job displacement, impede effective integration. Stakeholders' acceptance of technology was influenced by perceptions of usefulness and ease of use, while social influence and facilitating conditions shaped confidence and engagement, reflecting TAM and UTAUT (unified theory of acceptance and use of technology) constructs. The study emphasises the significance of institutional readiness, equitable access, and ongoing professional development in fostering successful 4IR adoption. Policy and practice implications include revising curricula to align with 4IR competencies, expanding digital infrastructure, and fostering faculty capacity to integrate technology into pedagogical strategies.

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