Sustainable and Impactful Education: Community Development within The Fourth Industrial Revolution (4IR ) In South Africa: STEAM Evaluation
Limkani Sincuba 
Issue: Vol.5 No. 6 August 2024 Article 1 pp. 71-82
DOI : https://doi.org/10.38159/jelt.2024561 | Published online 6th August, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
South Africa, amidst the Fourth Industrial Revolution’s challenges, explores sustainable education intersecting with community development. Employing a mixed-methods approach, the study scrutinized educational dynamics. A case study method selected three secondary schools, involving 105 learners were purposively selected for this study. The study was underpinned by the human capital theory. This theoretical framework highlights the importance of addressing systemic inequities and promoting social justice. A questionnaire was used as a data collection tool. Qualitative data captured community perspectives, advocating for technology integration in education. Overcoming barriers like infrastructure and digital literacy was seen as crucial. The study findings highlighted integrating STEM education into South Africa’s curriculum, focusing on interdisciplinary strategies to nurture creativity, critical thinking, and problem-solving skills. STEAM courses were seen as a way which prepare students for the 4IR, fostering adaptability and future employment readiness. Lack of electricity, computers, and availability of computer training was revealed as one of the lacking factors among teachers in schools. Themes were drawn and discussed in relation to the research question. The study suggests assessing long-term impacts on community indicators like economic empowerment and health. The study concluded that police makers and curriculum designers may need to re-evaluate educational systems for STEAM. The study therefore recommended that it may be of great help if rigorous outcome evaluation measures of educational intervention would be effective in schools. Also, analyzing policy frameworks was recommended as essential for national development agendas, and bridging policy gaps
Keywords: STEAM, Fourth Industrial Revolution (4IR), Development, Sustainable, Education
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Dr. Limkani Sincuba is a distinguished Post-Doctoral Fellow in the Department of Education at Walter Sisulu University (WSU). She holds a Ph.D. in Education from Walter Sisulu University, South Africa. With over a decade of experience in educational research and teaching, Dr. Sincuba has made significant contributions in both urban and rural educational settings. Her research focuses on enhancing trilingual pedagogy in the teaching of dramatic arts, and her work has been recognized for its substantial impact on educational equity and inclusivity. Dr. Sincuba is deeply committed to her work and draws strength and support from her family, including her husband, Mthandwa Sincuba, and their adopted children: Sihle Zitywana, Loyiso Situnda, Philile Maseti, Lelethu Gwaji, Aphiwe Mtendeni, and Ntyantyambo. She also acknowledges the support of her sister, Bongisa Mzilikazi, and Amanda Ntuli. In her free time, Dr. Sincuba enjoys reading historical novels and volunteering at local community centers, reflecting her dedication to both personal enrichment and community service.
Sincuba, Limkani.”Sustainable and Impactful Education: Community Development within The Fourth Industrial Revolution (4IR ) In South Africa: STEAM Evaluation.” Journal of Education and Learning Technology 5, no.6 (2024): 71-82. https://doi.org/10.38159/jelt.2024561
© 2024 The Author(s). Published and Maintained by Noyam Journals. This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).
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