Pages: (62-73 )
Abstract
Educational systems all through history have evolved following industrial revolution of each era. The current age is widely regarded as the beginning of the fourth industrial technology, where digital technologies, artificial intelligence, advanced manufacturing, biotechnology and 3D printing are radically changing the nature of occupations and creating new ones. Furthermore, the world has entered the knowledge economy, where skills and technology are the drivers of innovation and competitiveness. Consequently, educational institutions are reforming and reviewing curricula in line with global trends. This paper reviews the reconceptualization of curriculum, key drivers of curriculum change, the fourth industrial revolution and its associated technologies, technologies, curriculum and higher education reforms. The paper concludes that the changes in education in Nigeria will begin with the objectives of its curriculum and the extent of integration of technology in the curriculum. The policy implications for technology driven curriculum in Nigeria includes-Model schools programmes, Support for in-service training in technology and instructional uses of technology, Funding for local development of technology-based materials and encouragement of partnerships between industries and research groups.
Keywords: 4IR, technology integration into curriculum, higher order skills,curriculum change, knowledge economy,