Abstract
The study emphasizes the critical need for South African universities to adapt to technological advancements while addressing digital inequalities to ensure equitable access to education and employment. It employs a systematic literature review methodology to investigate the integration of Fourth Industrial Revolution (4IR) technologies into higher education curricula in South Africa. The review process involved a comprehensive search of relevant databases, including Google Scholar, JSTOR, ScienceDirect, and EBSCOhost, yielding 1258 articles published between 2014 and 2024. Consequently, 42 peer-reviewed journal articles, conference proceedings, and book chapters were included in the final analysis. The findings revealed significant opportunities for enhancing the relevance of education to industry demands and improving employment outcomes for graduates through the integration of technologies such as artificial intelligence, blockchain, and the Internet of Things. However, challenges persist, including resource constraints, digital divides, and the need for pedagogical shifts towards innovative, technology-enhanced learning models. This study shows that by aligning curricula with the demands of the 4IR, South African universities can better prepare graduates for the future workforce, thereby contributing to national development and economic growth.
Published Version
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