Understanding the utilization of Fourth Industrial Revolution (4IR) technologies among state universities in Zimbabwe
Dlamini, Banele
International Journal of Business Ecosystem & Strategy · 2025 · Vol. / Issue · 266-273
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Abstract
The Fourth Industrial Revolution (4IR) is transforming global higher education through disruptive technologies such as artificial intelligence, big data analytics, virtual reality, and the Internet of Things. This qualitative study investigates the adoption and utilization of 4IR technologies within Zimbabwean state universities, examining perceived benefits and barriers to integration. Data was collected using semi-structured interviews with academic staff, administrators, and ICT personnel across multiple institutions. Findings reveal widespread use of foundational digital tools, including Learning Management Systems, yet adoption of advanced 4IR technologies remains limited and fragmented. Key benefits identified include enhanced access to educational resources, improved academic communication, and increased operational efficiency. Conversely, infrastructural inadequacies, constrained funding, skills deficits, weak policy frameworks, and inconsistent leadership commitment significantly impede broader uptake. Employing the Technology-Organization-Environment (TOE) framework, the study elucidates how technological readiness, organizational dynamics, and external environmental pressures collectively shape 4IR adoption. The paper concludes with strategic recommendations focused on infrastructure enhancement, capacity building, policy alignment, and strengthened collaborations with industry and international partners. These insights contribute to advancing institutional and national digital transformation strategies in Zimbabwe and comparable developing country contexts.
Keywords: {'name': 'Fourth Industrial Revolution'}, {'name': '4IR'}, {'name': 'Utilization'}, {'name': 'Adoption'}, {'name': 'State Universities'}, {'name': 'Zimbabwe'}
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Dlamini, Banele
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