The 4th Industrial Revolution and social and emotional learning in Africa: implications for educational materials
Date
2022-09-01
DOI
Authors
Marsay, G.
Atitsogbe, Kokou A.
Ouedraogo, A.
Nsubuga, H.
Pari, P.
Kossi, E.Y.U.
Park, C.M.
Solberg, V.S.H.
Version
OA Version
Citation
G. Marsay, K.A. Atitsogbe, A. Ouedraogo, H. Nsubuga, P. Pari, E.Y. Kossi, C.M. Park, V.S.H. Solberg. 2022. "The 4th Industrial Revolution and Social and Emotional Learning in Africa: Implications for Educational Materials." pp.86-107.
Abstract
The 4th Industrial Revolution (IR) is disrupting almost every industry
across the globe. Characterized as ‘a fusion of technologies,’ the
4th IR is blurring the line between physical and digital spaces and
influencing the rapid transformation of business and government
systems with the potential to improve the quality of our life,
including educational opportunities (Schwab, 2016). This paper
discusses challenges of the 4th IR in four sub-Saharan African
countries – Burkina Faso, South Africa, Togo, and Uganda – as they
relate to the skills that cannot be replaced by robots and machines and the importance of social and emotional learning skills. The
premise of this paper is that SEL can help young people respond to
the challenges and opportunities of the 4th IR even in countries that
are less technologically advanced and might seem weakly influenced
or uninfluenced by it. It concludes with implications for educational
materials, in particular the use of online resources and social media
as a fast-growing method for providing information and training,
and on what needs to be considered for designing educational
materials in the post-COVID era.
Description
License
This article is distributed under the terms of the Creative Commons Attribution License 4.0