The study sought to gauge the impact of COVID-19 pandemic in unleashing digital transformation in the education sector in South Africa. In order to gauge the impact, the study tracked the rate at which the 4IR tools were used by various institutions during the COVID-19 lockdown. Data were obtained from secondary sources, mainly newspaper articles, magazines and peer-reviewed journals. The findings are that, in South Africa, during the lockdown, a variety of 4IR tools were unleashed from primary education to higher and tertiary education where educational activities switched to remote learning (online learning). These observations point to the fact that South Africa generally has, some pockets of excellence to drive the education sector into the 4IR, which has the potential to increase access. Access to education, particularly at a higher education level, has always been a challenge due to a limited number of spaces available. Much as this pandemic has brought with it massive human suffering across the globe, there is an opportunity to assess successes and failures of deployed technologies, costs associated with them, and scaling these technologies to improve access.

We are calling for a paradigm shift in engineering education. In times of the Fourth Industrial Revolution (“4IR”), a myriad of potential changes is affecting all industrial sectors leading to increased ambiguity that makes it impossible to predict what lies ahead of us. Thus, incremental culture change in education is not an option any more. The vast majority of engineering education and training systems, having remained mostly static and underinvested in for decades, are largely inadequate for the new 4IR labor markets. Some positive developments in changing the direction of the engineering education sector can be observed. Novel approaches of engineering education already deliver distinctive, student centered curricular experiences within an integrated and unified educational approach. We must educate engineering students for a future whose main characteristics are volatility, uncertainty, complexity and ambiguity. Talent and skills gaps across all industries are poised to grow in the years to come. The authors promote an engineering curriculum that combine timeless didactic tradition, such as Socratic inquiry, project-based learning and first-principles thinking with novel elements (e.g. student centered active and e-learning by focusing on the case study and apprenticeship pedagogical methods) as well as a refocused engineering skillset and knowledge. These capabilities reinforce engineering students’ perceptions of the world and the subsequent decisions they make. This 4IR engineering curriculum will prepare engineering students to become curious engineers and excellent communicators better navigating increasingly complex multistakeholder ecosystems.

The globe and more particularly the economically developed regions of the world are currently in the era of the fourth Industrial revolution (4IR). Conversely; the economically developing regions in the world and more particularly the African continent have not yet even fully passed through the Third Industrial Revolution (3IR) wave and its economy is still heavily dependent on the agricultural field. On the other hand, the state of global food insecurity is worsening on an annual basis thanks to the exponential growth of the global human population which continuously heightens the food demand in both quantity and quality. This justifies the significance of the focus on digitizing agricultural practices to improve the farm yield to meet up with the steep food demand and stabilize the economy of the African continent and countries like India whose economy is mainly dependent on Agriculture. The tools we have at our disposal to utilize in the digitization of farming practices include space technology and Global Navigation and Satellite System (GNSS) in particular, Machine learning (ML), precision agriculture and communication systems such as the Internet of Things (IoT) and Information And Communication Technologies (ICT). The most pressing challenges in the farming field include the monitoring of diseases, pests, weeds and nutrient deficiencies in the crops as early detection translates to swift and timely correction actions and hence more yield at the end of a farming cycle. Vast opportunities in the field of precision agriculture still exist that can amount to further research studies such as the lack of real-time monitoring and real-time corrective action focus.