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Every industrial revolution carry with itself new expectations for human development areas in particular the education sector. With respect to the Fourth Industrial Revolution (4IR), academics and students often ask themselves if there is a need for new curriculum in order to graduate students that are relevant. The purpose of this paper is to illustrate how design thinking could be used to align the Science, Technology, Engineering, Agriculture and Mathematics (STEAM) curriculum towards the expectations of 4IR. It uses problem solving teaching case studies as a research method to provide teaching strategies as a contribution to the on-going discussion of STEAM curriculum development, teaching and learning towards 4IR.
Malele et al. (Wed,) studied this question.