Integration of Fourth Industrial Revolution in teaching and learning during COVID-19 pandemic

The aim of this paper was to explore how Fourth Industrial Revolution shaped teaching and learning during the COVID-19 pandemic in some schools located in Gauteng and Mpumalanga provinces, South Africa. This paper employed a qualitative interpretative multiple case study design. We selected four teachers who separately taught in early childhood development, intermediate phase, senior phase and further education and training phases purposefully. Data was collected telephonically through semi-structured interview and analysed using a typology approach. We inferred from the results that teachers had challenges with teaching and learning resources, unlimited access to internet and socio-economic background. There were also challenges related to teachers’ background on the usage of Fourth Industrial Revolution and the lack of support from the School Management Teams. Therefore, we recommended that the relevant stakeholders within the education sector to provide resources such as smart-boards, computers, and unlimited internet access in schools lacking such facilities. Copyright © The Author(s) 2024. Published by Inderscience Publishers Ltd. This is an Open Access Article distributed under the CC BY license. (http://creativecommons.org/licenses/by/4.0/)