The Reality of 4th Industrial Technology on Higher Education Learning

Abstract

The fourth Industrial Technology describes a world where the use of digital technology isubiquitous in all spheres of human life. The higher education sector has faced its challenges interms of transformation impact, which seems to be a two edged sword. On one hand, as thefaculty is struggling on how best to maintain quality of education with the demand to adopt and use technology in class. On the other hand, students seem to struggle in concentration if the faculty does not give due attention to them whether on online learning or blended learning. This knowledge gap needed an address, not to jeopardize higher education learning bid to attain the fourth industrial technology. The purpose of the paper was to evaluate the reality of the fourth Industrial technology on higher education learning with an objective to identify the major realities of fourth industrial technology, and to explore those realities on higher education. The foundation of the paper was on the technological singularity theory that anticipated the evolvement of artificial intelligence. Qualitative research approach with multi-stage sampling was conducted and interpretive phenomenological analysis. Time series experiential data employed in 2003 - 2023 and systematic non-random data 2016-2023. The findings showed that three technological trends of physical, digital, and biological are becoming a reality. Artificial intelligence showed to be unlike any other technology but not a fundamental competitor. Further, fourth Industrial technologies are educational technologies that enhance learning. In conclusion,higher education learning is the stimuli and an incubator of the fourth industrial technology.Therefore, the paper contributes to knowledge, with suggested ways that could be useful topolicy makers, governing councils, faculty and students to harness the fourth industrialtechnology.