The fourth industrial revolution has transformed the nature of jobs by the vast introduction of breakthrough technologies and triggered a change in education assessment practices. Going to university is one of the ways for learners to gain relevant skills to get the right job. Universities provide students with access to skills and knowledge to be useful in their communities and expand their capabilities. This study explored the students’ perspectives on changing nature of assessment in higher education. Students shared perspectives on the current assessment method, the relevance of assessment and how they would like to be assessed in the future. A total of 111 students studying under ICCR scholarship in Gujarat state participated in the study by filling out the questionnaire survey form. Results demonstrate that to date the prominent assessment method is pen and paper, however, the students found it useful when assessed progressively using research, project /experiential learning, coaching and mentorship and incubation in comparison to pen and paper-based assessment. Based upon study findings, the study proposes curricula change and the adoption of new assessment practices that can reflect the need of the fourth industrial revolution.

Learning of more than 1.7 billion children were disrupted by school closure during covid-19 outbreak, resulted to educational institutions to move to online learning from face-to-face learning. Recent data indicates nearly half of the worlds’ population is online today, with 70% of the online population group ranging from 15 to 24 years. Digital literacy is the skills to be possessed by individuals to be relevant in the world that is entirely connected by internet. The digital literacy is paramount for teachers as they interact a lot with the online world during the learning time which is now done online in most parts. The rapid growth of information technologies and Covid-19 pandemic has influenced the use of online pedagogies for most of the educational institutions. However, the challenge existing is how education can exploit the technologies for its affordances with digital literacy gap of teachers. This study reviewed literature to explore the digital literacy of teachers, skills and knowledge, challenges and opportunities that arose during the Covid-19. The findings demonstrate that there is a gap for the teachers’ digital literacy which resulted to learning loss during the pandemic, however, there is no significance gap between rural and urban teachers as it was observed between male and female teachers on digital literacy.