| Issue |
EPJ Web Conf.
Volume 347, 2026
2025 SAIMechE Central Branch Conference on Mechanical Engineering and Related Disciplines (SCMERD 2025)
|
|
|---|---|---|
| Article Number | 03002 | |
| Number of page(s) | 5 | |
| Section | Industrial Engineering | |
| DOI | https://doi.org/10.1051/epjconf/202634703002 | |
| Published online | 14 January 2026 | |
https://doi.org/10.1051/epjconf/202634703002
Overcoming barriers to the adoption of technology in the mining industry to enhance safety and productivity: A scoping review
1 School of Mechanical, Industrial and Aeronautical Engineering, University of the Witwatersrand, South Africa, 29
2 School of Mining Engineering, University of the Witwatersrand, South Africa.
* Corresponding author: This email address is being protected from spambots. You need JavaScript enabled to view it.
Published online: 14 January 2026
This study examines the adoption of technology in the African mining sector, with a focus on digital integration to enhance sustainability, safety, and efficiency. It examines developments in Mining 4.0 around the world and points out obstacles specific to Southern Africa. PRISMA was used to do a systematic literature review (2020–2025) across five databases. The lack of an integrated framework that combines the Tech-Technology Organisation Environment (TOE), Diffusion Of Innovation (DOI), and Unified Theory of Acceptance and Use of Technology (UTAUT) models, and the scant attention paid to user interfaces and human-centric design (HCD), and the lack of contextual specificity In the research that has already been done, there are significant gaps. The goal of the study is to develop a comprehensive, inclusive framework suited to the area’s diverse workforce and socio-technical realities.
© The Authors, published by EDP Sciences, 2026
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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