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September 2, 2024
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December 15, 2024
Published
December 26, 2024
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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

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Copyright (c) 2024 Alfred Otara

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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
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