Task-technology fit of Fourth Industrial Revolution (4IR) education technology for inquiry-based learning (IBL)

Segun Michael Ojetunde, Umesh Ramnarain, Timothy Teo

Research output: Contribution to journalReview articlepeer-review

Abstract

The acceptance of Fourth Industrial Revolution technology for teaching and learning during the pandemic lockdown suggests that a significant portion of educational interactions will shift online shortly. However, the suitability of this technology for inquiry-based learning requires further investigation. This study aimed to assess the effectiveness of Fourth Industrial Revolution educational technology in supporting inquiry-based learning. A cross-sectional study was conducted, and the data were analyzed. The results indicated that task and technology characteristics do not influence science teachers’ intentions to adopt online platforms for inquiry-based learning. In contrast, teacher social constructs–such as perceived ease of use, perceived usefulness, and attitude–do have an impact. Therefore, teachers’ willingness to adopt online platforms could facilitate education stakeholders’ efforts in training and adapting curricula for online teaching and learning activities.

Original languageEnglish
JournalEducational Media International
DOIs
Publication statusAccepted/In press - 2025

Keywords

  • Fourth Industrial Revolution
  • Inquiry-based learning
  • online platforms
  • task-technology fit

ASJC Scopus subject areas

  • Education
  • Communication

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