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Although South African higher education institutions experienced a surge in technology use since apartheid, the COVID-19 pandemic prompted adjustments to technology policies and the adoption of emerging technologies, impacting academics’ teaching roles, research initiatives, and community services due to unfamiliarity with online learning technologies and potential shifts in future roles. This study employs a qualitative interpretivist single-case study to explore academics’ perceived attitudes toward the influence of emerging technologies on their future roles and professional identities. Using Ajzen’s theory of planned behaviour as a lens, semi-structured interviews were conducted with 10 academics purposively selected based on their technology usage. Thematic analysis of the data reveals three inductive themes. The study highlights academic attitudes toward emerging technology, focussing on embracing innovative technologies to improve efficiency and continuous professional development. The study also reveals academics’ apprehensions about their potential replacement by artificial intelligence and robots. However, academics recognise the irreplaceable human essence of critical thinking abilities and empathy in education. Despite challenges, academics acknowledge the positive impact of technology tools like Turnitin on research integrity and academic practices. The recommendations made included integrating technology-focused courses into academic programmes, prioritising research funding for projects exploring supportive emerging technologies, establishing mechanisms to evaluate technology integration initiatives, and collecting feedback for informed decision-making by policymakers and higher education stakeholders. This study contributes to scholarship on academics’ perspectives on their acceptance of and uncertainties about the impact of ongoing emerging technologies on their future roles and professional identities. |
