Literaturnachweis - Detailanzeige
| Autor/in | Uleanya, Chinaza |
|---|---|
| Titel | Scholarly Discourse of the Fourth Industrial Revolution (4IR) and Education in Botswana: A Scoping Review |
| Quelle | In: Education and Information Technologies, 28 (2023) 3, S.3249-3265 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Uleanya, Chinaza) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1360-2357 |
| DOI | 10.1007/s10639-022-11298-9 |
| Schlagwörter | Foreign Countries; Educational Trends; Educational Practices; Discourse Analysis; Industrialization; Curriculum; Rural Areas; Barriers; Educational Research; Botswana |
| Abstract | Implementation of the practices of the Fourth Industrial Revolution (4IR) is currently a trendy topic worldwide since various interruptions are expected. Education is considered as a major tool to equip people with the necessary kills to be prepared for the Fourth Industrial Revolution (4IR). Botswana's education system was ranked among the top ten on the African continent. Hence, this study explored the 4IR and education in Botswana, using a scoping review. The literature was analysed and presented, using themes. The findings showed that factors such as curriculum issues, lack of electricity in rural areas, amongst others are stumbling blocks in Botswana's way as it continues to prepare itself for the 4IR through education. Also, there is limited scholarly work on education and the 4IR, specifically from the perspective of Botswana. Hence, research into current practices in the education sector and institutions of learning in Botswana was recommended. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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