Related Papers
Frontiers in Psychology
Leading higher education into the fourth industrial revolution: an empirical investigation
2023 •
Claude-Helene Mayer
The Fourth Industrial Revolution (4IR) rapidly advanced at the beginning of the 21st century. Leaders within organisations need to adjust their visions, plans, organisational structures, and management with regard to the demands, challenges and opportunities of this development. This is in particular the case in higher educational institutions (HEIs), which have to adjust to the rapid changes and new demands of skills of university graduates. Leaders in HEIs must therefore be aware of the related challenges and opportunities and might have to adjust the learning and teaching environment, the skills development of students, graduates, and faculty, as well as the technological requirements to create advanced skill sets. This article is based on a qualitative research study which was conducted at a university in South Africa. In-depth, semi-structured interviews were used to explore the views of higher-education leaders at the selected university. Data were analysed through thematic analysis. It was found that leaders in HEIs need to be aware of their leadership and preferences in times of transition toward a more technologised learning environment, as well as the needs, demands, challenges and opportunities of the new workplaces, and new skill sets needed in the 4IR. The researchers made some recommendations.
The Thinker
The Fourth Industrial Revolution, the changing world of work and imperatives of internationalisation in higher education
Ylva Rodny Gumede
We are seeing major disruptions to higher education, and the education system as a whole, not only at home but globally. One of the major contributors to such disruptions is the paradigmatic shift brought about by the Fourth Industrial Revolution (4IR), with massive implications for the world of work, and by extension in higher education through the learner of the future.
IJARW
INNOVATION OF HIGHER EDUCATION AND TRAINING TO MEET THE REQUIREMENTS OF THE FOURTH INDUSTRIAL REVOLUTION
2020 •
IJARW Research Publication
In the current period, the rapid development of the fourth industrial revolution has affected all fields of social life. Education is not out of that trend. In recent years, the education sector has made a profound change. Science and technology have gradually penetrated strongly not only in management but also in teaching and learning methods. In addition, it is recognized that there has been a shift in the role between teachers and learners in the training process. In that context, many opportunities and challenges have been placed on education and training in general and higher education in particular. In the article, the authors focus on opportunities, challenges and solutions to higher education and training to meet the requirements of the fourth industrial revolution. Keyword: Fourth industrial revolution, higher education and training, education and training innovation.
Reimagining curricula for the Fourth Industrial Revolution
2019 •
kirti menon
If higher education is to deliver education to students that prepares them for the demands and challenges of the Fourth Industrial Revolution (4IR), new flexible curricula and teaching approaches for diverse contexts and a move away from a teleological view of ‘skills’ are required. The 2009 establishment of a dedicated Ministry for Higher Education and Training led to a (then) new perspective in terms of the organisation of the post-school education and training landscape which has had as its aggregated effect a heightened government focus on the link between education, the economy, and skills development. New approaches to curricula specifically and to programme types essential for a more empowering pedagogy for the 4IR are needed. Curricula to serve these ends are not supported by the current focus on predefined categories and types of learning. The changes in teaching technologies and tools have not been matched by flexibility in the processes and policies designed to ensure qua...
Analysing the Pre-University Education Reform in Relations to the Fourth Industrial Revolution
Suzan Shedid
This paper will observe the interrelations between the emerging Egyptian Pre-University Education Reform – ‘Education 2.0’, and the emerging popularity of the global socio-economic consequences of the Fourth Industrial Revolution in Egypt. The World Economic Forum coined the Fourth Industrial Revolution in 2016 after observing the continuous global rise in automation and artificial intelligence and the emergence of varying economic models such as the gig and sharing economy. The current education reform comes after almost half a century of minor changes to the education system that has not been proven to be fruitful. As Egypt faces an unprecedented “youth bulge” and a high rate of youth unemployment, the government intends to make the country globally competitive by enhancing its industrial sectors and simultaneously, overhauling its education system to bridge the skills gap in the labour market. This paper will investigate the 2 key topics – Education 2.0 and the Fourth Industrial Revolution – through the lenses of policy transfer and mobility theories and globalisation. The paper finds an urgent need for the education reform to enable the government to bridge the skills gap between the labour market and the education system outcomes. However, its sustainability is yet to be further examined due to various internal and external factors.
CHALLENGES AND OPPORTUNITIES FOR EDUCATION IN THE FOURTH INDUSTRIAL REVOLUTION
Danielle Nel-Sanders
The Fourth Industrial Revolution (4IR) is the current and developing environment in which changing technologies and trends such as the Internet of Things (IoT) and artificial intelligence (AI) are changing the way we live and work. The 4IR presents a number of implications for skills development and education. Some of these implications include reinventing education systems and strategic approaches to increase creativity and innovation. The purpose of this article is to determine the challenges and opportunities for education in the 4IR context. This article particularly focuses on the South African education sector, and is based on a desktop study. Unobtrusive research techniques, including documentary analysis and conceptual analysis, were used to analyse authoritative sources to conceptualise and contextualise the 4IR and education. The findings of the study suggest that the education sector in South Africa faces a number of challenges in order to adapt to the 4IR. These challenges include insufficient funding, infrastructure, and skills to prepare graduates to participate in the 4IR. The findings also suggest that the government should invest in the development of infrastructure and human, technical, and financial capacity to develop the education system to participate in the 4IR.
Turkish Journal of Computer and Mathematics Education (TURCOMAT)
The future of university education in light of the fourth industrial revolution requirements wedad Abdullaha Naser sharabi a , Alyaa Omar kamel Faraj b
2021 •
Alyaa O . faraj
The current study aimed to clarify the internal requirements that enable Prince Sattam bin Abdulaziz University (PSAU) to enter the Fourth Industrial Revolution (IR4) to discover the variables that help PSAU to achieve global positions. The study used the descriptive method, and the designed questionnaire consisted of 39 items, it was divided in two dimensions that was applied to a sample of the faculty members (100 members), the study presented the faculty members' vision for the university education future in light of IR4 in general; The internal requirements dimension enables PSAU to enter IR4 has the highest average 3.74, followed by the dimension that enables PSAU to achieve advanced positions internationally in light of IR4 and it has an average of 3.46. The results also showed that there were no statistically significant differences due to the impact of the scientific rank, and according to the specialization variable while differences were found due to the gender and years of experience variables. Also, the study presented a proposal launching strategy for the education future at PSAU in light of IR4 to activate PSAU's role to enter IR4 world .
Canadian Journal of Career Development
Bridging the Disconnect Between Academic Institutions and Employers in the 4th Industrial Revolution
Nicole Rakowski
The skills gap is widening and causing greater inequality in the today’s workplace. Bridging the disconnect between academic institutions and employers in the 4th industrial revolution is of critical importance to the success of our current market. Combining and analyzing both qualitative data gathered from key focus groups and a literature review, it is evident that a commitment to self- directed learning requires students and faculty to both understand the value of empowering learning, and to take increased responsibility for decision making. Academic institutions need to address skills required to become self-directed learners and must present students with the environment that lets them be more self-directed. Employers on the other hand must provide institutions with the skills they require upon hiring.
International Journal of Emerging Technologies in Learning (iJET)
Restructuring Educational Institutions for Growth in the Fourth Industrial Revolution (4IR): A Systematic Review
Lynne Walters
Industrial Revolutions basically have transformed human lives. We have gone from hand production to mechanized production into computerization or automation of concepts into products (Fourth Industrial Revolution (4IR)). However, 4IR urges the process of transferring data from digital domains and offline reality via interconnected systems to improve lives. The technologies in 4IR enter into varying areas, such as the economy, medicine and education. Educational institutions have contributed greatly to reshaping future technologies by being the test laboratories for innovations. In the meanwhile, there is an immense need for looking beyond the traditional educational approach. This can be achieved by strategically employing the trending technologies to prepare students and educators with the right kind of knowledge and set of skills. It is imperative to ask questions about how the delivery of education will be undertaken and how educational institutions will be restructured by the 4I...
Sustainability
Higher Education in the Eyes of Economic Operators
andor pajrok
This research is a reflection on new challenges in the economy called Industry 4.0, which has brought about revolutionary changes in many areas of life, including education. To fully use the potential of smart products, services and business opportunities that are expected to be widely used in all sectors in the near future, education systems need to be revised to produce the skilled labour force required by this dynamic process. The ability of companies and institutions with a strong IT and technology infrastructure to reflect advanced digital technologies in innovation and production processes requires specific skills, described as 21st-century skills. Education 4.0 should be a response to these challenges with changed learning and teaching paradigms. In this context, we have organised an extensive survey on the relationship between the economy and higher education in Bosnia and Herzegovina. We have created a web questionnaire that contains desirable characteristics of new employe...
