Fourth industrial revolution and the paradigm change in engineering education

Abstract

The article discusses the main features of the fourth industrial revolution and its impact on the transformation of the labor market and the transition to a new paradigm of education. Authors analyze new requirements for the graduates competence and modern world educational trends. Much attention is paid to strengthening of the project nature of education, blurring the distinction between traditional technical and humanitarian education. Moreover, the authors examine the shift of engineering work with its basic elements – invention, engineering, and design in the field of technical engineering in the area of economic, financial, social, cultural, anthropological design. This requires the creation of new interdisciplinary courses, the revision of the classical approaches to engineering and humanitarian education. The article explores the personalization of the educational trajectories, artificial intelligence as a teacher, e-learning technologies and simulators, information educational environment.

Postsecondary Mathematics during the Covid-19 Pandemic: A Systematic Review

“…Interestingly, a key advantage identified in Naidoo's (2020) study was the creation of virtual communities, which could be a solution to the educators' perceived challenge of loss of student interactions and collaboration (Cassibba et al, 2021;Lopez et al, 2021;Sulistyani et al, 2021). The challenges identified by the postsecondary students supported existing literature indicating lack of readiness for e-Learning (Sakhapov & Absalyamova, 2018), possible distractions at home, and other psychosocial factors (Neuwirth et al 2020). The challenge of family responsibilities may be especially pronounced for postsecondary students who have children (Naidoo, 2020).…”

“…E-Learning has been defined as the use of various types of information and communications technologies (ICT), such as e-mail, software, and learning management systems (LMS), among others, for the purposes of education (Ayu, 2020). E-Learning is a part of the fourth industrial revolution (4IR), which involves the technological integration of the physical, biological, and digital aspects of life (Sakhapov & Absalyamova, 2018). Although the 4IR began earlier than the Covid-19 pandemic, disparities in terms of readiness still exists between nations and between individuals (Naidoo, 2020; Sakhapov & Absalyamova, 2018).…”

“…E-Learning is a part of the fourth industrial revolution (4IR), which involves the technological integration of the physical, biological, and digital aspects of life (Sakhapov & Absalyamova, 2018). Although the 4IR began earlier than the Covid-19 pandemic, disparities in terms of readiness still exists between nations and between individuals (Naidoo, 2020; Sakhapov & Absalyamova, 2018). Furthermore, although individuals may be accustomed to using technologies for personal uses, e-Learning is substantially different (Nsengimana et al, 2021).…”

Educating Tomorrow’s Workforce for the Fourth Industrial Revolution – The Necessary Breakthrough in Mindset and Culture of the Engineering Profession

“…Another direction of education development is strengthening its project nature, blurring the distinction between traditional technical and humanitarian education. This requires the creation of new interdisciplinary courses, the revision of the classical approaches to engineering and humanitarian education [21]. Rethinking the civil engineering profession will in turn shape the service to society and consequently can enhance the welfare of humanity.…”

A Collaborative Robot in the Classroom: Designing 21st Century Engineering Education Together

“…They, however, have trouble finding relevant content, since they are unfamiliar with cobot technology and lack clear best practices from industry. Despite the large number of research endeavors being devoted to uncovering relevant capacities for jobs in today's and tomorrow's industry, such as 21 st century skills (Chu et al, 2021) and futureproof engineering education (Sakhapov & Absalyamova, 2018), these have not yet been specified for human-cobot collaboration (Libert, Mosconi & Cadieux, 2020). As a result, the local engineering educators' need for engineering education that prepares future production workers and engineers for human-cobot collaboration remains unfulfilled.…”