SPECIAL ISSUE 1 July 2026
DOI DOI: 10.66434/ijsie.v1i1si.509

Redefining the utilisation of YouTube by life sciences teachers in the Fifth Industrial Revolution

Zime Lungelwa Mkhize1, Simon Bhekumuzi Khoza1
  1. 1 University of KwaZulu-Natal, South Africa

Abstract

YouTube has served as an online space wherein teachers interact with their learners through online videos. Over the past few years, standardised and unstandardised utilisation have dominated YouTube, while semi-standardized utilization has been neglected. Recently, life sciences teachers have gravitated towards the semi-standardised utilisation of YouTube, which allows for personal reflections and critiques. Despite different forms of utilisation, life sciences teachers have still been unable to optimise their teaching to achieve one hundred percent (100%) outcomes. In other words, either none of their learners achieve 100%, or not all of them do, even after the life sciences teachers have utilised YouTube videos. This suggests a problematic issue that needs to be addressed. As such, this study explores how life sciences teachers utilise YouTube nowadays. The main objectives of this study are to explore how Life Sciences teachers utilize YouTube and to understand why they utilize it in particular ways. The main research question of this study is: How do Life Sciences teachers utilise YouTube nowadays? Moreover, why do Life Sciences teachers utilise YouTube in particular ways? Undergirded by the pragmatic paradigm and the qualitative approach, the study employed the digital technology utilisation framework. An exploratory case study design, using one-on-one semi-structured interviews, focus group discussions, and online video observations, was employed to collect data from 14 purposively and conveniently sampled participants for thematic analysis. The findings indicate dominance of standardised and unstandardised utilisation, as evidenced by the semi-standardised use of YouTube. It is this tension that the study sought to explore, seeking to draw closer to a form of utilisation that may yield 100% outcomes. This study proposed using semi-standardised practices that promote self-reflection and accountable critique, thus addressing the personal and natural needs of both teachers and learners.

How to Cite

Mkhize, Z. L., & Khoza, S. B. (2026). Redefining the utilisation of YouTube by life sciences teachers in the Fifth Industrial Revolution. International Journal of Studies in Inclusive Education, 1(1si), 10–17. https://doi.org/10.66434/ijsie.v1i1si.509
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