Navigating Future Roles and Professional Identity Shift of Academics at a South African University: Perceived Attitudes towards Emerging Technologies

Navigating Future Roles and Professional Identity Shift of Academics at a South African University: Perceived Attitudes towards Emerging Technologies

Novel Lena Folabit & Loyiso Currell Jita

Issue: Vol.5 No. 7 September 2024 Article 5 pp.229-242
DOI : https://doi.org/10.38159/jelt.2024575 | Published online 11th September, 2024.
© 2024 The Author(s). This is an open access article under the CCBY license (http://creativecommons.org/licenses/by/4.0/).

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ABSTRACT

Although South African higher education institutions experienced a surge in technology use since apartheid, the COVID-19 pandemic prompted adjustments to technology policies and the adoption of emerging technologies, impacting academics’ teaching roles, research initiatives, and community services due to unfamiliarity with online learning technologies and potential shifts in future roles. This study employs a qualitative interpretivist single-case study to explore academics’ perceived attitudes toward the influence of emerging technologies on their future roles and professional identities. Using Ajzen’s theory of planned behaviour as a lens, semi-structured interviews were conducted with 10 academics purposively selected based on their technology usage. Thematic analysis of the data reveals three inductive themes. The study highlights academic attitudes toward emerging technology, focussing on embracing innovative technologies to improve efficiency and continuous professional development. The study also reveals academics’ apprehensions about their potential replacement by artificial intelligence and robots. However, academics recognise the irreplaceable human essence of critical thinking abilities and empathy in education. Despite challenges, academics acknowledge the positive impact of technology tools like Turnitin on research integrity and academic practices. The recommendations made included integrating technology-focused courses into academic programmes, prioritising research funding for projects exploring supportive emerging technologies, establishing mechanisms to evaluate technology integration initiatives, and collecting feedback for informed decision-making by policymakers and higher education stakeholders. This study contributes to scholarship on academics’ perspectives on their acceptance of and uncertainties about the impact of ongoing emerging technologies on their future roles and professional identities.

Keywords: Academics’ Professional Identities, Emerging Technologies, Perceived Attitudes, Professional Roles, Artificial Intelligence

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AUTHOR(S)

Dr. Novel Lena Folabit is a postdoctoral research fellow in the SANRAL Chair at the Department of Curriculum Studies and Higher Education within the Faculty of Education at the University of the Free State, South Africa. Her research interests are diverse, encompassing higher education, the professional identity development of academics, leadership practices, instructional leadership, decolonisation, digital literacy, identity in higher education, and ICT integration.

Prof. Loyiso C. Jita obtained his PhD in Curriculum, Teaching and Educational Policy at Michigan State University, USA. He is a Professor in the Department of Mathematics, Natural Sciences and Technology Education. He is also the holder of the SANRAL Chair in Mathematics, Natural Sciences and Technology Education at the University of the Free State. Professor Jita has published over 110 articles on instructional leadership, teacher development, curriculum reform, Science and Mathematics education. He has presented over 50 papers at local and international conferences. He is currently the Dean of the Faculty of Education and the Editor-in-Chief for the accredited Journal, Perspectives in Education (PIE).

TO CITE ARTICLE

Folabit, Novel Lena & Loyiso Currell Jita.”Navigating Future Roles and Professional Identity Shift of Academics at a South African University: Perceived Attitudes towards Emerging Technologies .” Journal of Education and Learning Technology 5, no.7 (2024):229-241. https://doi.org/10.38159/jelt.2024575