Rethinking University Pedagogy: Challenges and Opportunities for Curriculum Transformation in the Era of the COVID-19 Pandemic

Introduction And Background

The Coronavirus 2019 (COVID-19) pandemic brought a paradigm shift in how universities internationally (Crawford et al., 2020) and locally (Mhlanga & Moloi, 2020) will function in the future. At the onset of the pandemic, several universities rapidly transitioned from face-to-face teaching and learning to digitised pedagogies (Crawford et al., 2020). As such, pedagogies that were on the periphery gained prominence. It can, therefore, be argued that the COVID-19 pandemic has thrust many universities into the Fourth Industrial Revolution (4IR) and changed how one teaches and one's perspectives on how students learn. Universities such as the University of Hong Kong could seamlessly make the transition, using synchronous and asynchronous teaching and learning methods (Crawford et al., 2020). In South Africa, many contact universities transitioned to online teaching and learning after first managing challenges related to affordable data and reliable internet connectivity for students learning from home (Mhlanga & Moloi, 2020). Many African countries are in a similar scenario (Effoduh, 2016).

The term 4IR, coined by Schwab (2015), builds on the Third Industrial Revolution, which was associated with information technology and automated production processes. The 4IR is characterised by a confluence of multiple technologies and digital transformation associated with computer-generated product designs, such as 3D printing, artificial intelligence, and robotics. Compared to the Third Industrial Revolution, which grew steadily in a linear manner, the 4IR seems to be growing exponentially. As such, individuals are now living in a volatile and fast-changing world (unpredictability of change), uncertain (lack of knowledge of the impact of change), complex (interconnected systems impacted by change), and ambiguous (different interpretations of change) (VUCA) (Shliakhovchuk, 2021) resulting in changing demands and competencies for the workplace.

The role of universities in preparing students for a VUCA world has been the subject of discussions in many countries internationally (Korsakova, 2019; Xu, David & Kim, 2018) and in South Africa (Gravett, 2019) – especially regarding how programmes need to be relevant for jobs that do not yet exist. From a pedagogical perspective, the technologies associated with the 4IR blur the boundaries between the physical and digital spaces (Xu et al., 2018). Described as a “disruptive innovation” (Xu et al., 2018, p. 93), the 4IR can reshape curriculum and teaching in higher education institutions from “modes of teach to modes of learning.” However, teacher educators still rely on traditional lecture teaching methods (Andrade, 2016), often blaming large classes and increasing student numbers. Most have reverted to the lecture method, often reading from prepared PowerPoint slides, with minimal student engagement (Roberts, 2019). Such pedagogies make it difficult for students to develop the valuable skills needed to function in a fast-changing world. In classes with students from diverse backgrounds – in terms of different languages, classes, and cultures (Andrade, 2016), learning can become a very alienating experience. This is more so for first-year students, who are not only new to the university environment and find it challenging to navigate this space but also face many barriers to learning. Another barrier for many students in South Africa is the language of instruction, English, which is often their second, third, or sometimes fourth language (Bui, 2002). These barriers affect student motivation, resulting in poor class attendance and high failure rates.