Exploring Engineering-Educators’ Perceptions and Challenges on the IR 4.0 at a Technical University in Malaysia

Perspectives of Malaysian academics on the preparation of fourth industrial revolution for Construction Technology Program

“…In addition to the importance of technical skills [28], academics in the subject of Construction Technology at Malaysian vocational colleges have attained a reasonably high level. However, factors such as exposure to programming systems, network connectivity, modern manufacturing, operation of the latest machines/tools and data analysis skills can still be strengthened as it is also important in current competitive digital world [15], [30].…”

“…As a result of IR 4.0, changes in practice and strategy are deemed necessary. Although efforts to embed the curriculum with IR 4.0 element have been observed by the vocational-educators, it is still far reaching the demand of the future particularly in the workforce environment [15]. It was emphasized that instructors play a critical role in this situation in ensuring that kids receive relevant competencies for career and realizing the rapid changes of technology [8].…”

The Challenges of Implementing Industrial Revolution 4.0 Elements in TVET

“…As we all know, the practical workspace at VC is the place to perform training, but the lack of expertise in operating the equipment and the incomplete training space can affect the IR4.0 era TVET training as well as the lack of industry expertise among the teaching workforce to implement the elements of IR4.0, it becomes a challenge for TVET to provide manpower according to the needs of the IR4.0 job market (Okumu & Bbaale, 2019). Supported by Sham et al (2019) found that the level of expertise possessed by local technical university lecturers toward the IR4.0 element is very low, for instance, based on the findings, all study participants agreed that industry collaborations can help VC improve the quality of training and solve the challenges of IR4.0 implementation. Based on an interview shared by the IR4.0 expert, the issues of the IR4.0 element can be resolved if the relationship and collaboration between industry 4.0 participants and the Vocational Colleges are sealed for a purpose that is meaningful to educators and students.…”

“…This indicates the existence of a close relationship between social relations in education administration to obtain various inputs to develop the quality of TVET. While according to Sham et al, (2019), the failure of the administration's top management to manage finances for hardware and software requirements based on the specifications and requirements of the TVET program is an obstacle to the implementation of the IR4.0 element in local higher learning institutions, such as VC. This is because the provision of equipment relevant to training and industry needs involves high financial implications and requires efficient and systematic management involvement.…”

“…Moreover, previous studies have found various challenges in the implementation of IR4.0 elements in TVET at the tertiary level (Cheok & Ran 2022). Among them, previous studies have shown the level of knowledge and skills based on IR4.0 in lecturers is at a moderate level, insufficient finances, or funds as well as experts specializing in IR4.0 implementation (Hamzah et al, 2021;Sham et al, 2019), inadequate administrative support for providing technical support and the low level of using the latest technology in teaching and learning (Yahya, 2020). However, there is still a lack of research about studies in Vocational Colleges (VC) that offer skills training to secondary students in implementing the IR4.0 in vocational colleges curriculum.…”