Essential skills and strategies in higher education for the Fourth Industrial Revolution: A systematic literature review

  • O. S. Aboderin North-West University, Potchefstroom
  • M. Havenga North-West University, Potchefstroom
Keywords: Fourth Industrial Revolution, higher-education, self-directed learning, skill development, teaching and learning strategies


The Fourth Industrial Revolution necessitates relevant initiatives to stay abreast. Higher education plays a pivotal role in providing nuanced opportunities for the future workforce and enabling students to address real-world problems in a complex world. Despite new developments, it is not clear how the Fourth Industrial Revolution will influence the educational sector. We followed a systematic review approach with the aim of providing a comprehensive view on crucial strategies and skills for the Fourth Industrial Revolution. We applied the processes of Evidence for Policy and Practice Information and Co-ordinating Centre as a guideline for conducting the systematic review and retrieved relevant articles published from 2017 to 2021. The results highlight that critical thinking is the most emphasised skill and student-centred teaching-learning strategies are essential for the Fourth Industrial Revolution and future demands. Implications for self-directed learning were also outlined.


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Author Biographies

O. S. Aboderin, North-West University, Potchefstroom

Research Unit Self-Directed Learning, Faculty of Education

M. Havenga, North-West University, Potchefstroom

Research Unit Self-Directed Learning

Faculty of Education


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How to Cite
Aboderin, O. S., and M. Havenga. 2024. “Essential Skills and Strategies in Higher Education for the Fourth Industrial Revolution: A Systematic Literature Review”. South African Journal of Higher Education 38 (2), 24-43.
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