A Global Outlook into the Transformation of Education  for the Fourth Industrial Revolution

Alfred Otara

doi:10.56893/pajes2024v05i02.10

Submitted

September 2, 2024

Accepted

December 15, 2024

Published

December 26, 2024

Download

Download PDF

Statistic

Read Counter : 210

Abstract

This study explores the current educational issue of the Fourth Industrial Revolution (4IR), shaped by a complex environment created by many approaches and difficulties. It explores international educational responses to 4IR using a systematic approach that includes literature review. This review highlights the crucial requirements of inclusivity and fair access to education. This has been achieved by emphasizing the transformative impact of technology, particularly artificial intelligence (AI), virtual reality (VR), and augmented reality (AR), in transforming learning experiences. The successful integration of 4IR education is highlighted by real-world case studies from Singapore, Finland, and Rwanda that provide insights into effective policy design, pedagogical innovation, and cross-sector collaboration. These findings highlight the multidimensional nature of 4IR education. They also underscore the significance of context-responsive teaching methods. Overall, this study promotes a comprehensive and inclusive approach that provides educators and policymakers with insights needed to successfully negotiate the benefits and challenges of the dynamic 4IR context.

Keywords

Fourth industrial revolution Education strategies Technology integration Inclusivity Systematic review

License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biography

Alfred Otara, Rongo University, Kenya

Dr Alfred Otara is a senior lecturer and the current Department Chair of Foundations and Management in the School of Education at Rongo University in Kenya. He holds a doctoral degree in organizational development and school administration. His research interests include education management and administration, with a focus on organizational development.

How to Cite

Otara, A. (2024). A Global Outlook into the Transformation of Education for the Fourth Industrial Revolution. Pan-African Journal of Education and Social Sciences, 5(2), 144–157. https://doi.org/10.56893/pajes2024v05i02.10

Download Citation

References

Adnan, M. (2022). Islamic education and character building in the 4.0 Industrial Revolution.Nazhruna: JurnalPendidikan Islam, 5(1), 11-21. https://doi.org/10.31538/nzh.v5i1.1771
Alam, G. M., Parvin, M., Rahman, M.M. (2021). Contribution of Informal and Institutional Skills Provisions on Business Inception and Growth: Evidence from Manufacturing and Service Industries. Business Process Management Journal, 27(4), 1335– 1352
Alcacer, V. and Cruz-Machado, V. (2019). Scanning the Industry 4.0: A Literature Review on Technologies for Manufacturing Systems. Engineering Science and Technology, an International Journal, 22, 899-919. https://doi.org/10.1016/j.jestch.2019.01.006
Alhloul, A., & Kiss, E. (2022). Industry 4.0 as a challenge for the skills and competencies of the labor force: A bibliometric review and a survey. Sci, 4(3), 34 https://doi.org/10.3390/sci4030034
Altinişik, H. Z., Adigüzel, T., & Gençer, Y. G. (2023, January 31). Adaptation of Youth Innovational Skills Measurement Tool for Turkish Usage. https://scite.ai/reports/10.24106/kefdergi.1246467
Aniyu, I. O., Oyedele, O.O., & Derera, E. (2021). Disruptions of the Fourth Industrial Revolution: Implication for work-life balance strategies. In Future of Work, Work-Family Satisfaction, and Employee Well-Being in the Fourth Industrial Revolution (pp. 189- 199). IGI Global.
Arek-Bawa, O., & Reddy, S. (2022). Digital curricular transformation and fourth Industrial Revolution 4.0 (4IR): Deepening divides or building bridges. E-Journal of Humanities, Arts and Social Sciences, 308-326. https://doi.org/10.38159/ehass.2022sp31124
Atmojo , I. R. W., Ardiansyah , R., & Saputri, D. Y. (2022). Empowering science-based entrepreneurship (SciPreneur) skills through CEL-BaDiS up learning model on food biotechnology materials. International Journal of Instruction, 15(3), 83–102.
Barbour, M. K., LaBonte, R., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, M., Hill, P. & Kelly, K. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada.
Bennett, E. E., McWhorter, R. R. (2021). Virtual HRD’s Role in Crisis and the Post Covid-19 Professional Lifeworld: Accelerating Skills for Digital Transformation. Advances in Developing Human Resources, 23(1), 5–25
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). “Mapping re- search in student engagement and educational technology in higher education: a systematic evidence map,” International Journal of Educational Technology in Higher Education, 17(1). Springer, https://doi.org/10.1186/s41239-019-0176-8
Bucea-Manea-Ţoniş, R., Kuleto, V., Gudei, S. C. D., Lianu, C., Lianu, C., Ilić, M. P., & Păun, D. (2022). Artificial intelligence potential in higher education institutions enhanced learning environment in Romania and Serbia. Sustainability, 14, 5842. https://doi.org/10.3390/su14105842
Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018. https://doi.org/10.29333/aquademia/8315
Cepel, M., Belas, J., Rozsa, Z., & Strnad, Z. (2019). Selected economic factors of the quality of business environment. Journal of International Studies, 12(2), 228–240. https://doi.org/10.14254/2071-8330.2019/12-2/14
Chaka, C. (2022). Is education 4.0 a sufficient innovative, and disruptive educational trend to promote sustainable open education for higher education institutions? A review of literature trends. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.824976
Choudhury, S. (2020). Will the Pandemic Bring Industrial Revolution 4.0 Closer to Home? In P. Kumar, A. Agrawal, and P. Budhwar (Ed.) Human & Technological Resource Management (HTRM): New Insights into Revolution 4.0 (pp. 157-166). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83867-223-220201009
Daley, S., & Cordell, G. A. (2021, March 1). Natural Products, the Fourth Industrial Revolution, and the Quintuple Helix. https://scite.ai/reports/10.1177/1934578x211003029
Economist Intelligence Unit. (2019). Fostering exploration and excellence in 21st century schools. The Economist Intelligence Unit Limited.
Fataar, A. (2020, January 1). The emergence of an education policy dispositif in South Africa: An analysis of educational discourses associated with the fourth industrial revolution. https://doi.org/10.17159/i80a01
Frank, P., & Stanszus, L. (2019, May 2). Transforming consumer behavior: Introducing self-inquiry-based and self-experience-based learning for building personal competencies for sustainable consumption. https://scite.ai/reports/10.3390/su11092550
González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493.
Gurumurthy, A., Bailur, S., Friederici, N., Heeks, R., & Morgan, S. L. (2019). Gender, digital tech, and the global South: Women's inclusion in technology programmes in Africa, Asia, and Latin America. Gender and Development.
Grenčíková, A., Kordoš, M., & Navickas, V. (2021). The impact of industry 4.0 on education contents. Business: Theory and Practice, 22(1), 29-38. https://doi.org/10.3846/btp.2021.13166
Haidir, H., Muhammad A., and Miftah F. (2021). “An Innovation of Islamic Religious Education in The Era of The Industrial Revolution 4.0 in Elementary School.” Nazhruna: JurnalPendidikan Islam4 (3), 720–34. https://doi.org/10.31538/nzh.v4i3.1688
Innovationexcellence.com. (2016). The Education Revolution of the Fourth Industrial Revolution.https://www.innovationexcellence.com/blog/2016/04/19/the-education-revolution-of-the-fourth-industrial-revolution/
Jam, N. A. M., Puteh, S., & Puteh, S. (2022, January 1). Exploring the Teaching and Learning Indicators towards Education 4.0 in MTUN, Malaysia. https://scite.ai/reports/10.18178/ijiet.2022.12.2.1602
Ji, S., Pan, S., Cambria, E., Marttinen, P., & Philip, S. Y. (2021). A survey on knowledge graphs: Representation, acquisition, and applications. IEEE transactions on neural networks and learning systems, 33(2), 494-514.
Jung, J. (2020). “The fourth industrial revolution, knowledge production and higher education in South Korea,” J. High. Educ. Policy Manag., 42(2), 134–156, https://doi.org/10.1080/1360080x.2019.1660047
Lame, G. (2019, July). Systematic literature reviews: An introduction. In Proceedings of the design society: international conference on engineering design (Vol. 1, No. 1, pp. 1633-1642). Cambridge University Press.
Lee, J. H., & Lee, J. W. (2018). South Korea's Smart Education Policy. Education Policy Analysis Archives.
Lee, S. E., Choi, N., & Kiaer, J. (2023). The social perceptions of young children’s use of smart devices in South Korea: Evidence from big data methodologies. Contemporary Educational Technology, 15(3), ep424.
Lozano, R., F., Del Cerro Velázquez, F., & Morales Méndez, G. (2023). Key competences for sustainability: Technical project supported by Ecodesign of educational spaces to achieve SDGs. Sustainability, 15(5), 3959.
McCowan, T. (2018). The Fourth Industrial Revolution and Education: An Overview. Prospects, 48(2), 185-198.
Mijwil, M. M., Ali, G., & Sadıkoğlu, E. (2023). The Evolving Role of Artificial Intelligence in the Future of Distance Learning: Exploring the Next Frontier.Mesopotamian Journal of Computer Science,2023, 98-105.
Morris, T. H. (2020). Experiential learning–a systematic review and revision of Kolb’s model. Interactive learning environments, 28(8), 1064-1077.
Mudzar, N. M., & Chew, K. W. (2022). Change in labour force Skillset for the fourth Industrial Revolution: A literature review. International Journal of Technology, 13(5), 969 https://doi.org/10.14716/ijtech.v13i5.5875
Natarajan, U., Lim, K.Y.T., & Laxman, K. (2021). A national vision for information and communication technologies in education: reflections on Singapore's ICT technologies Masterplans. International Journal of Educational Management, 35(5), 943-954
Nwosu, L. I., Bereng, M. C., Segotso, T., & Enebe, N. B. (2023). Fourth Industrial Revolution tools to enhance the growth and development of teaching and learning in higher education institutions: A systematic literature review in South Africa. Research in Social Sciences and Technology,8(1), 51-62. https://doi.org/10.46303/10.46303/ressat.2023.4
Gagnon, P., Carlstedt-Duke, J. and Zary, N. (2019). Key aspects to the design, development, deployment and evaluation of a fully digitized undergraduate programme. EDULEARN 19 Proceedings, 5821-5830. https://doi.org/10.21125/edulearn.2019.1408
Pitchforth, J., Fahy, K., Ford, T., Gerhardus, A., & Van den Broucke, S. (2017). Assessing the methodological quality of qualitative research in systematic reviews: Criteria, process and reporting. BMC Medical Research Methodology, 17(1), 1-9.
Poszytek,P. (2021). The landscape of scientific discussions on the competencies 4.0 concept in the context of the 4th Industrial Revolution—A bibliometric review. Sustainability, 13(12), 6709. https://doi.org/10.3390/su13126709
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. Does it enhance the effectiveness of learning? A systematic literature review. International Journal of Interactive Mobile Technologies (JIM), 15(04), 31. https://doi.org/10.3991/ijim.v15i04.20291
Rahmatullah, A. S., Mulyasa, E., Syahrani, S., Pongpalilu, F., & Putri, R. E. (2022). Linguistics and Culture Review, 6(S3), 89-107. https://doi.org/10.21744/lingcure.v6nS3.2064
Ritzhaupt, A. D., Cheng, L., Luo, W., & Hohlfeld, T. N. (2020). The digital divide in formal educational settings: The past, present, and future relevance. Handbook of Research in Educational Communications and Technology: Learning Design, 483-504.
Ronchi, M., & Ronchi, A. (2019). “e-Learning: How Teaching and Training Methods Changed in the Last 20 Years,” in e-Services, Springer International Publishing, pp. 69–113. https://doi.org/10.1007/978-3-030-01842-9_2
Sahlberg, P., & Hargreaves, A. (2016). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.
Schwab, K. (2017). The Fourth Industrial Revolution. Crown Currency.
Shenkoya, T., & Kim, E. (2023). Sustainability in Higher Education: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge. Sustainability. https://doi.org/ 10.3390/su15032473
Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10(2), 308-321.
Tiemann, R., & Annaggar, A. (2020). A framework for the theory-driven design of digital earning environments (FDDLEs) using the example of problem-solving in chemistry education. Interactive Learning Environments, 1–14
Tokareva, G. V., Skiperskaya, E. V., Lezhebokov, A. A., Baicherova, A. R., & Zolotareva, T. A. (2020, July). Achieving the Polyprofessionality of the Future Personnel Through the Development of Entrepreneurial Competencies. In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020) (pp. 221-224). Atlantis Press.
Tran, K., & Nguyen, T. (2021). Preliminary research on the social attitudes toward AI’s involvement in Christian education in Vietnam: Promoting AI technology for religious education. Religions, 12(3), 208.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.
UNESCO. (2019). Futures of Education: Learning to Become. UNESCO.
UNESCO. (2020). Education in a Post-COVID World: Nine Ideas for Public Action. United Nations Educational, Scientific and Cultural Organization.
Weber, E. (2016). Industrie 4.0: Wirkungen auf den Arbeitsmarkt und politischeHerausforderungen. ZeitschriftfürWirtschaftspolitik, 65(1), 066-074. https://doi.org/10.1515/zfwp-2016-0002
West, M., Kraut, R., & Ei Chew, H. (2019). I'd blush if I could: closing gender divides in digital skills through education. https://doi.org/10.54675/RAPC9356
Wong, S. L., & Shen, L. (2018). A critical review of research on technology-supported teaching and learning models in higher education. Educational Technology & Society, 21(4), 183-197.
World Economic Forum. (2018). The Future of Jobs Report 2018. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf
World Economic Forum, J. (2020). The future of jobs report 2020. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf
Zgraggen, M. (2021). Blended learning model in a vocational educational training hospitality setting: from teachers’ perspectives. International Journal of Training Research, 1–27
Ziden, A. A., Ziden, A. A. A., & Ifedayo, A. E. (2022). Effectiveness of augmented reality (AR) on students’ achievement and motivation in learning science. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2097.

References

Adnan, M. (2022). Islamic education and character building in the 4.0 Industrial Revolution.Nazhruna: JurnalPendidikan Islam, 5(1), 11-21. https://doi.org/10.31538/nzh.v5i1.1771

Alam, G. M., Parvin, M., Rahman, M.M. (2021). Contribution of Informal and Institutional Skills Provisions on Business Inception and Growth: Evidence from Manufacturing and Service Industries. Business Process Management Journal, 27(4), 1335– 1352

Alcacer, V. and Cruz-Machado, V. (2019). Scanning the Industry 4.0: A Literature Review on Technologies for Manufacturing Systems. Engineering Science and Technology, an International Journal, 22, 899-919. https://doi.org/10.1016/j.jestch.2019.01.006

Alhloul, A., & Kiss, E. (2022). Industry 4.0 as a challenge for the skills and competencies of the labor force: A bibliometric review and a survey. Sci, 4(3), 34 https://doi.org/10.3390/sci4030034

Altinişik, H. Z., Adigüzel, T., & Gençer, Y. G. (2023, January 31). Adaptation of Youth Innovational Skills Measurement Tool for Turkish Usage. https://scite.ai/reports/10.24106/kefdergi.1246467

Aniyu, I. O., Oyedele, O.O., & Derera, E. (2021). Disruptions of the Fourth Industrial Revolution: Implication for work-life balance strategies. In Future of Work, Work-Family Satisfaction, and Employee Well-Being in the Fourth Industrial Revolution (pp. 189- 199). IGI Global.

Arek-Bawa, O., & Reddy, S. (2022). Digital curricular transformation and fourth Industrial Revolution 4.0 (4IR): Deepening divides or building bridges. E-Journal of Humanities, Arts and Social Sciences, 308-326. https://doi.org/10.38159/ehass.2022sp31124

Atmojo , I. R. W., Ardiansyah , R., & Saputri, D. Y. (2022). Empowering science-based entrepreneurship (SciPreneur) skills through CEL-BaDiS up learning model on food biotechnology materials. International Journal of Instruction, 15(3), 83–102.

Barbour, M. K., LaBonte, R., Hodges, C. B., Moore, S., Lockee, B. B., Trust, T., Bond, M., Hill, P. & Kelly, K. (2020). Understanding pandemic pedagogy: Differences between emergency remote, remote, and online teaching. State of the Nation: K-12 e-Learning in Canada.

Bennett, E. E., McWhorter, R. R. (2021). Virtual HRD’s Role in Crisis and the Post Covid-19 Professional Lifeworld: Accelerating Skills for Digital Transformation. Advances in Developing Human Resources, 23(1), 5–25

Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). “Mapping re- search in student engagement and educational technology in higher education: a systematic evidence map,” International Journal of Educational Technology in Higher Education, 17(1). Springer, https://doi.org/10.1186/s41239-019-0176-8

Bucea-Manea-Ţoniş, R., Kuleto, V., Gudei, S. C. D., Lianu, C., Lianu, C., Ilić, M. P., & Păun, D. (2022). Artificial intelligence potential in higher education institutions enhanced learning environment in Romania and Serbia. Sustainability, 14, 5842. https://doi.org/10.3390/su14105842

Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective. Aquademia, 4(2), ep20018. https://doi.org/10.29333/aquademia/8315

Cepel, M., Belas, J., Rozsa, Z., & Strnad, Z. (2019). Selected economic factors of the quality of business environment. Journal of International Studies, 12(2), 228–240. https://doi.org/10.14254/2071-8330.2019/12-2/14

Chaka, C. (2022). Is education 4.0 a sufficient innovative, and disruptive educational trend to promote sustainable open education for higher education institutions? A review of literature trends. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.824976

Choudhury, S. (2020). Will the Pandemic Bring Industrial Revolution 4.0 Closer to Home? In P. Kumar, A. Agrawal, and P. Budhwar (Ed.) Human & Technological Resource Management (HTRM): New Insights into Revolution 4.0 (pp. 157-166). Emerald Publishing Limited. https://doi.org/10.1108/978-1-83867-223-220201009

Daley, S., & Cordell, G. A. (2021, March 1). Natural Products, the Fourth Industrial Revolution, and the Quintuple Helix. https://scite.ai/reports/10.1177/1934578x211003029

Economist Intelligence Unit. (2019). Fostering exploration and excellence in 21st century schools. The Economist Intelligence Unit Limited.

Fataar, A. (2020, January 1). The emergence of an education policy dispositif in South Africa: An analysis of educational discourses associated with the fourth industrial revolution. https://doi.org/10.17159/i80a01

Frank, P., & Stanszus, L. (2019, May 2). Transforming consumer behavior: Introducing self-inquiry-based and self-experience-based learning for building personal competencies for sustainable consumption. https://scite.ai/reports/10.3390/su11092550

González-Pérez, L. I., & Ramírez-Montoya, M. S. (2022). Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 14(3), 1493.

Gurumurthy, A., Bailur, S., Friederici, N., Heeks, R., & Morgan, S. L. (2019). Gender, digital tech, and the global South: Women's inclusion in technology programmes in Africa, Asia, and Latin America. Gender and Development.

Grenčíková, A., Kordoš, M., & Navickas, V. (2021). The impact of industry 4.0 on education contents. Business: Theory and Practice, 22(1), 29-38. https://doi.org/10.3846/btp.2021.13166

Haidir, H., Muhammad A., and Miftah F. (2021). “An Innovation of Islamic Religious Education in The Era of The Industrial Revolution 4.0 in Elementary School.” Nazhruna: JurnalPendidikan Islam4 (3), 720–34. https://doi.org/10.31538/nzh.v4i3.1688

Innovationexcellence.com. (2016). The Education Revolution of the Fourth Industrial Revolution.https://www.innovationexcellence.com/blog/2016/04/19/the-education-revolution-of-the-fourth-industrial-revolution/

Jam, N. A. M., Puteh, S., & Puteh, S. (2022, January 1). Exploring the Teaching and Learning Indicators towards Education 4.0 in MTUN, Malaysia. https://scite.ai/reports/10.18178/ijiet.2022.12.2.1602

Ji, S., Pan, S., Cambria, E., Marttinen, P., & Philip, S. Y. (2021). A survey on knowledge graphs: Representation, acquisition, and applications. IEEE transactions on neural networks and learning systems, 33(2), 494-514.

Jung, J. (2020). “The fourth industrial revolution, knowledge production and higher education in South Korea,” J. High. Educ. Policy Manag., 42(2), 134–156, https://doi.org/10.1080/1360080x.2019.1660047

Lame, G. (2019, July). Systematic literature reviews: An introduction. In Proceedings of the design society: international conference on engineering design (Vol. 1, No. 1, pp. 1633-1642). Cambridge University Press.

Lee, J. H., & Lee, J. W. (2018). South Korea's Smart Education Policy. Education Policy Analysis Archives.

Lee, S. E., Choi, N., & Kiaer, J. (2023). The social perceptions of young children’s use of smart devices in South Korea: Evidence from big data methodologies. Contemporary Educational Technology, 15(3), ep424.

Lozano, R., F., Del Cerro Velázquez, F., & Morales Méndez, G. (2023). Key competences for sustainability: Technical project supported by Ecodesign of educational spaces to achieve SDGs. Sustainability, 15(5), 3959.

McCowan, T. (2018). The Fourth Industrial Revolution and Education: An Overview. Prospects, 48(2), 185-198.

Mijwil, M. M., Ali, G., & Sadıkoğlu, E. (2023). The Evolving Role of Artificial Intelligence in the Future of Distance Learning: Exploring the Next Frontier.Mesopotamian Journal of Computer Science,2023, 98-105.

Morris, T. H. (2020). Experiential learning–a systematic review and revision of Kolb’s model. Interactive learning environments, 28(8), 1064-1077.

Mudzar, N. M., & Chew, K. W. (2022). Change in labour force Skillset for the fourth Industrial Revolution: A literature review. International Journal of Technology, 13(5), 969 https://doi.org/10.14716/ijtech.v13i5.5875

Natarajan, U., Lim, K.Y.T., & Laxman, K. (2021). A national vision for information and communication technologies in education: reflections on Singapore's ICT technologies Masterplans. International Journal of Educational Management, 35(5), 943-954

Nwosu, L. I., Bereng, M. C., Segotso, T., & Enebe, N. B. (2023). Fourth Industrial Revolution tools to enhance the growth and development of teaching and learning in higher education institutions: A systematic literature review in South Africa. Research in Social Sciences and Technology,8(1), 51-62. https://doi.org/10.46303/10.46303/ressat.2023.4

Gagnon, P., Carlstedt-Duke, J. and Zary, N. (2019). Key aspects to the design, development, deployment and evaluation of a fully digitized undergraduate programme. EDULEARN 19 Proceedings, 5821-5830. https://doi.org/10.21125/edulearn.2019.1408

Pitchforth, J., Fahy, K., Ford, T., Gerhardus, A., & Van den Broucke, S. (2017). Assessing the methodological quality of qualitative research in systematic reviews: Criteria, process and reporting. BMC Medical Research Methodology, 17(1), 1-9.

Poszytek,P. (2021). The landscape of scientific discussions on the competencies 4.0 concept in the context of the 4th Industrial Revolution—A bibliometric review. Sustainability, 13(12), 6709. https://doi.org/10.3390/su13126709

Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital technologies in education 4.0. Does it enhance the effectiveness of learning? A systematic literature review. International Journal of Interactive Mobile Technologies (JIM), 15(04), 31. https://doi.org/10.3991/ijim.v15i04.20291

Rahmatullah, A. S., Mulyasa, E., Syahrani, S., Pongpalilu, F., & Putri, R. E. (2022). Linguistics and Culture Review, 6(S3), 89-107. https://doi.org/10.21744/lingcure.v6nS3.2064

Ritzhaupt, A. D., Cheng, L., Luo, W., & Hohlfeld, T. N. (2020). The digital divide in formal educational settings: The past, present, and future relevance. Handbook of Research in Educational Communications and Technology: Learning Design, 483-504.

Ronchi, M., & Ronchi, A. (2019). “e-Learning: How Teaching and Training Methods Changed in the Last 20 Years,” in e-Services, Springer International Publishing, pp. 69–113. https://doi.org/10.1007/978-3-030-01842-9_2

Sahlberg, P., & Hargreaves, A. (2016). Finnish lessons 2.0: What can the world learn from educational change in Finland? Teachers College Press.

Schwab, K. (2017). The Fourth Industrial Revolution. Crown Currency.

Shenkoya, T., & Kim, E. (2023). Sustainability in Higher Education: Digital Transformation of the Fourth Industrial Revolution and Its Impact on Open Knowledge. Sustainability. https://doi.org/ 10.3390/su15032473

Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies, 10(2), 308-321.

Tiemann, R., & Annaggar, A. (2020). A framework for the theory-driven design of digital earning environments (FDDLEs) using the example of problem-solving in chemistry education. Interactive Learning Environments, 1–14

Tokareva, G. V., Skiperskaya, E. V., Lezhebokov, A. A., Baicherova, A. R., & Zolotareva, T. A. (2020, July). Achieving the Polyprofessionality of the Future Personnel Through the Development of Entrepreneurial Competencies. In International Scientific Conference on Philosophy of Education, Law and Science in the Era of Globalization (PELSEG 2020) (pp. 221-224). Atlantis Press.

Tran, K., & Nguyen, T. (2021). Preliminary research on the social attitudes toward AI’s involvement in Christian education in Vietnam: Promoting AI technology for religious education. Religions, 12(3), 208.

Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times. John Wiley & Sons.

UNESCO. (2019). Futures of Education: Learning to Become. UNESCO.

UNESCO. (2020). Education in a Post-COVID World: Nine Ideas for Public Action. United Nations Educational, Scientific and Cultural Organization.

Weber, E. (2016). Industrie 4.0: Wirkungen auf den Arbeitsmarkt und politischeHerausforderungen. ZeitschriftfürWirtschaftspolitik, 65(1), 066-074. https://doi.org/10.1515/zfwp-2016-0002

West, M., Kraut, R., & Ei Chew, H. (2019). I'd blush if I could: closing gender divides in digital skills through education. https://doi.org/10.54675/RAPC9356

Wong, S. L., & Shen, L. (2018). A critical review of research on technology-supported teaching and learning models in higher education. Educational Technology & Society, 21(4), 183-197.

World Economic Forum. (2018). The Future of Jobs Report 2018. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2018.pdf

World Economic Forum, J. (2020). The future of jobs report 2020. https://www3.weforum.org/docs/WEF_Future_of_Jobs_2020.pdf

Zgraggen, M. (2021). Blended learning model in a vocational educational training hospitality setting: from teachers’ perspectives. International Journal of Training Research, 1–27

Ziden, A. A., Ziden, A. A. A., & Ifedayo, A. E. (2022). Effectiveness of augmented reality (AR) on students’ achievement and motivation in learning science. Eurasia Journal of Mathematics, Science and Technology Education, 18(4), em2097.

A Global Outlook into the Transformation of Education for the Fourth Industrial Revolution

Article Sidebar

Main Article Content

Abstract

Keywords

Article Details

Alfred Otara, Rongo University, Kenya

References

References