Postcolonial 4IR Environmental Scanning for IS Education: A Transformative Mixed-Methods Approach for Decolonization and Inclusivity

The Fourth Industrial Revolution (4IR) heralds a significant turning point for Information Systems (IS) education in the global South, particularly in postcolonial nations such as South Africa. This study aims to introduce a preliminary transformative mixed-methods approach to environmental scanning for assessing and responding to the rapidly evolving postcolonial IS educational landscape in the 4IR era. Drawing from recent theoretical and methodological advances in IS and postcolonial research, this approach uniquely combines quantitative data analysis for broader trend identification with qualitative inquiries to capture in-depth perspectives from diverse educational stakeholders in postcolonial contexts. This transformative sociotechnical tool can better align IS curricula with rapid technological advancements and varied industry needs while critically addressing the social, political, cultural, ethnic, and economic development complexities inherent in postcolonial contexts. The paper proposes a complementary approach for employing an adapted environmental scanning approach that extends upon conventional mixed-methods approaches by explicitly addressing social injustice, inequality, and power issues in postcolonial regions. The paper also discusses the sociotechnical challenges of implementing this approach in diverse and resource-constrained educational environments, such as limited funding, access to technology, and a deficit of postcolonially-sensitive educators. This paper aims to contribute to advancing IS education and guiding administrators, educators, and policymakers in developing technologically current and socially inclusive curricula. This paper lays the groundwork for future empirical research and transformative IS education discourse and actions for postcolonial regions in the 4IR era.