Please use this identifier to cite or link to this item: https://hdl.handle.net/10321/3888
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dc.contributor.authorPretorius, Ockerten_US
dc.contributor.authorPillay, Nischolanen_US
dc.contributor.authorLetsoko, Vuyiswaen_US
dc.contributor.authorHuston, Zineaen_US
dc.date.accessioned2022-02-22T08:38:39Z-
dc.date.available2022-02-22T08:38:39Z-
dc.date.issued2021-10-29-
dc.identifier.citationPretorius, O., Pillay, N., Letsoko, V. and Huston, Z. 2021. Integrating the 4th Industrial Revolution in spatial planning curricula: the case of South African tertiary institutions Integrating the 4th Industrial Revolution in spatial planning curricula: the case of South African tertiary institutions. Presented at: Construction Education: Live the Future. 1(1): 536-544 (9).en_US
dc.identifier.isbn978-0-646-85008-5-
dc.identifier.urihttps://hdl.handle.net/10321/3888-
dc.description.abstractThe 4th Industrial Revolution (4IR) – the narrative of change associated with technologyrelated disruptions through the proliferation of cyber-physical systems – is set to have a profound impact on the built environment. Technological applications that include big data analytics, cloud computing, and machine learning will affect spatial conceptualisation and design, construction activities, building operations and management, and real estate activities. The statutory and strategic nature of spatial planning processes may be disrupted by future technological applications. Equipping current and future spatial planning practitioners with the necessary skills is essential in maintaining property sector productivity and catalysing renewed efforts toward spatial transformation in South African human settlements. The objective of this research is to evaluate current approaches in tertiary education institutions in effectively transferring knowledge regarding 4IR as it relates to the spatial planning discipline and equipping said students with the relevant skills to prolong sector competitiveness. A qualitative case study analysis is applied, which includes the assessment of the curricula of selected accredited spatial planning schools and their relevant integration of 4IR applications. Research findings highlight the limited inclusion of 4IR and related multidisciplinary, practical, and theoretical themes in spatial planning education. Recommendations include increased knowledge transfer on the theoretical synergies between 4IR and spatial planning; development of computer-based skills; and implementing existing competencies, including critical thinking and problem solving, to foster sectoral adaptability.en_US
dc.format.extent11 pen_US
dc.format.mediumOnline-
dc.language.isoenen_US
dc.publisherDeakin Universityen_US
dc.relation.ispartofConstruction Education: Live the Futureen_US
dc.subject4th Industrial revolutionen_US
dc.subjectAdaptationen_US
dc.subjectBuilt environmenten_US
dc.subjectSpatial planningen_US
dc.subjectTertiary educationen_US
dc.titleIntegrating the 4th Industrial Revolution in spatial planning curricula : the case of South African tertiary institutionsen_US
dc.typeConferenceen_US
dc.date.updated2022-02-11T09:59:03Z-
dc.publisher.urihttps://www.deakin.edu.au/student-life-and-services/events/AUBEA2021en_US
dcterms.dateAccepted2021-8-30-
local.sdgSDG17-
local.sdgSDG07-
local.sdgSDG04-
item.languageiso639-1en-
item.openairetypeConference-
item.cerifentitytypePublications-
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith Fulltext-
item.grantfulltextopen-
Appears in Collections:Research Publications (Engineering and Built Environment)
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