Curriculum theorising in the era of the fourth industrial revolution

Abstract

Curriculum theorising is a crucial part of curriculum studies in general and the curriculum discourse in particular. This is why theorising is vital in the articulation of solutions to curriculum problems or challenges. In this era of the Fourth industrial revolution where technology is changing the processes of learning, what it means to learn and how best to learn, the solutions of yesteryears would not solve the educational challenges of today, creating the need for further theorisation. What should curriculum theorisers be responding to in this era, how should they be responding to it and what solutions should they proffer to the new challenges being created by the fourth industrial revolution. This paper seeks to explore these issues and theorise possible pathways or starting points from which curriculum theorisers can begin the theorising of curriculum in this era of the fourth industrial revolution.