Integrating Sustainable Development and 4IR Competencies in South African Mathematics Education: A Rural Secondary School Perspective
Keywords:
Rural education; Teacher Professional Development; Digital Divide; Mathematics Pedagogy; Educational Technology IntegrationAbstract
The rapid evolution of the Fourth Industrial Revolution has catalysed a global reimagining of education systems, with mathematics education positioned as central to equipping learners with the critical competencies required for sustainable development. This study explored how selected South African secondary schools integrate sustainable development principles and 4IR-aligned competencies into mathematics education. Amidst ongoing socio-economic inequalities, digital divides, and limited teacher preparedness in under-resourced contexts, the study interrogated the pedagogical approaches, technological infrastructure, and stakeholder collaborations that influence the integration of sustainability into the mathematics curriculum. Anchored in Human Capital Theory, Constructivist Theory, Social Constructivist Theory, Sustainability Education Theory and TPACK, the study conceptualised education as a strategic investment that enhances learner productivity, employability, and the capacity to contribute meaningfully to national development. From this perspective, mathematics education is a conduit for cultivating problem-solving, analytical reasoning, and data literacy, skills essential for navigating the complexities of the 4IR and advancing sustainable futures. A qualitative case study design focused on selected rural and peri-urban South African secondary schools. The data was collected through semi-structured interviews, classroom observations, and document analysis to gain insights into teacher practices, resource availability, and curriculum responsiveness. The findings revealed a misalignment between policy intentions and classroom realities, with limited integration of sustainability themes, infrastructural inadequacies, and insufficient teacher training. However, innovative grassroots practices and emerging community partnerships offer potential entry points for reform. The study recommends targeted professional development, investment in digital infrastructure, and systemic support to foster a contextually relevant, sustainability-driven mathematics education responsive to 4IR demands.
https://doi.org/10.26803/ijlter.24.11.24
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