Education 3.0 system to enhance twenty-first century skills for higher education learners in Thailand

Songkram, Noawanit; Chootongchai, Suparoek; Khlaisang, Jintavee; Koraneekij, Prakob

doi:10.1080/10494820.2019.1592197

Cited by 18 publications

(12 citation statements)

References 30 publications

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“…It has similar remarkable trends of (r)evolution just as industry 4.0. Table 3 shows the characteristics of each education evolution [189][190][191][192][193][194][195]. Education 4.0 is the most complex system as compared to the previous evolutions.…”

Section: Major Industrial Sectorsmentioning

confidence: 99%

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

Bongomin

Yemane

Kembabazi

et al. 2020

Journal of Engineering

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Very well into the dawn of the fourth industrial revolution (industry 4.0), humankind can hardly distinguish between what is artificial and what is natural (e.g., man-made virus and natural virus). Thus, the level of discombobulation among people, companies, or countries is indeed unprecedented. The fact that industry 4.0 is explosively disrupting or retrofitting each and every industrial sector makes industry 4.0 the famous buzzword amongst researchers today. However, the insight of industry 4.0 disruption into the industrial sectors remains ill-defined in both academic and nonacademic literature. The present study aimed at identifying industry 4.0 neologisms, understanding the industry 4.0 disruption and illustrating the disruptive technology convergence in the major industrial sectors. A total of 99 neologisms of industry 4.0 were identified. Industry 4.0 disruption in the education industry (education 4.0), energy industry (energy 4.0), agriculture industry (agriculture 4.0), healthcare industry (healthcare 4.0), and logistics industry (logistics 4.0) was described. The convergence of 12 disruptive technologies including 3D printing, artificial intelligence, augmented reality, big data, blockchain, cloud computing, drones, Internet of Things, nanotechnology, robotics, simulation, and synthetic biology in agriculture, healthcare, and logistics industries was illustrated. The study divulged the need for extensive research to expand the application areas of the disruptive technologies in the industrial sectors.

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Section: Major Industrial Sectorsmentioning

confidence: 99%

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

Bongomin

Yemane

Kembabazi

et al. 2020

Journal of Engineering

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“…After all, the continuum of the development of the education system transformed slowly while the groundwork for wider change has been on the cards. Major changes came necessitated by developments in technology, social networking, and deeper understanding of educational processes as well as new legal and economic frames of reference resulting in the birth of as alluded to earlier on, Education 3.0 [28]. Education 3.0 was fluid and was strongly distinguished by teaching, research and community service [29].…”

Section: New Higher Education Approaches: a Briefmentioning

confidence: 99%

“…In broad terms, the first, second and third education paradigms downgraded the academic apprentice to a submissive function whereby the student was treated as an empty slate to be filled with knowhow rather than a decisive and inventive crisis resolver [28,31]. The models force difference in stages of mastery among learners and frowns at guaranteeing proficiency in education for all.…”

Section: New Higher Education Approaches: a Briefmentioning

confidence: 99%

Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Keche¹

2022

Higher Education - New Approaches to Accreditation, Digitalization, and Globalization in the Age of Covid

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Through face-to-face interviews with lecturers, this research explored the relevancy of new higher education approaches in Zimbabwe particularly Education 5.0 and virtual learning environments (VLEs). The main finding suggests that the five missions of Education 5.0 are not new in higher education and training in the country. However, they being nigh on greased following the outbreak of the coronavirus disease (COVID 19) is exceptional and unplanned for up take. Education 5.0 charges that turned to be virtually oiled have already been cherished under the auspices of Education 3.0. Thus, lecturers do not perceive it as new. But, only the means and ways upon which it is delivered to learners in the COVID 19 era. The hype around it coming from the ‘Second Republic’ government is factory-made and politically calculated. Besides, it is difficult to underpin the development given the economic problems the country is currently facing. This research also finds out that VLEs are just more than a saga in Zimbabwe since she still lags behind the world order of internet of things. A few of the interviewees were of the view that teaching and learning though virtual means and ways is not different from the old face-to-face model.

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“…However, not all countries have familiarized universities with the University 4.0 model to date. A good example here will be the current education system in Thailand, which still uses the University 3.0 model linking education, science, and innovative entrepreneurship, allowing students to engage in science and entrepreneurship through the development of their business projects [29]. The main difference between the University 3.0 and University 4.0 models is that in the latter, the university is viewed in the context of the knowledge economy aimed at innovative digital activities that can meet the needs of society as a whole since information and communication links permeate all social development areas [30].…”

Section: Literature Reviewmentioning

confidence: 99%

Pedagogical Model for Raising Students’ Readiness for the Transition to University 4.0

2022

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The study goal was to analyze the impact of using modern technologies and pedagogical innovations based on the University 4.0 model on the educational process effectiveness, the development of professional competencies (in humanities and engineering) and skills in students (abstract-logical thinking, critical thinking, strategic thinking, imagination, creativity, motivation), and learners’ readiness and motivation to shift to University 4.0. The experiment was conducted in the Al-Farabi Kazakh National University among 464 undergraduate students of different academic years. All the study respondents were distributed into two groups, one of which did not change the training program (control group), and the other studied under the program grounded on the University 4.0 model using modern technologies (experimental group). According to the results of the survey addressed to the students of both groups after the experiment ended, the indicators for all parameters were higher among the individuals of the experimental group. The practical significance of the results obtained and further research prospects are in the possibility of using the developed training program in different universities and departments worldwide to compare both students’ readiness for the transition to University 4.0 and the program’s impact on educational outcomes.

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Education 3.0 system to enhance twenty-first century skills for higher education learners in Thailand

Cited by 18 publications

References 30 publications

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

Industry 4.0 Disruption and Its Neologisms in Major Industrial Sectors: A State of the Art

Relevancy of New Higher Education Approaches in ‘Second Republic Zimbabwe’

Pedagogical Model for Raising Students’ Readiness for the Transition to University 4.0

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