Future of Education in Industry 4.0

Nafea, Rania Mohy El Din; Toplu, Esra Kiliçarslan

doi:10.4018/978-1-5225-9416-1.ch015

Cited by 10 publications

(3 citation statements)

References 22 publications

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“…In the 4.0 industrial revolution era, the development of the technological world is growing rapidly (Nafea & Toplu, 2019;Septian et al, 2019). Some applications in the world of education have been widely used by lecturers (Hendriawan & Septian, 2019;Oravec, 2002).…”

Section: Introductionmentioning

confidence: 99%

The Development of Calculus Teaching Materials using Geogebra

2021

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The purpose of this study is to find out the calculus teaching material using GeoGebra, knowing the results of expert validation in terms of multimedia and material, and knowing the effectiveness of using calculus teaching material using GeoGebra. The research method used is research and development. The research subjects were 155 students in Departement of Mathematics Education at Universitas Suryakancana. The results of the validation of media experts using the Kendall test, sig. = 0.062 > 0.05 (Ho accepted) means that the calculus teaching material using GeoGebra is feasible to use. The results of the validation of the material using the Kendall test, sig. = 0.065 > 0.05 (Ho accepted) means that the material content is appropriate. The results of tests on 155 students in Departement of Mathematics Education at Universitas Suryakancana, an average percentage of 78% of students answered strongly agree and 15% answered agreed, meaning that calculus teaching material using GeoGebra is effectively used.

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Section: Introductionmentioning

confidence: 99%

The Development of Calculus Teaching Materials using Geogebra

2021

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“…From the first industrial revolution (mechanization through water and steam power) to the production and mass assembly lines using electricity in the second, the fourth industrial revolution will take what began for the third time with the adoption of computers and automation and enhancing it with intelligence. Although some consider Industry 4.0 to be merely a buzzword marketing buzz, the changes that are taking place in the manufacturing sector deserve our attention (Nafea & Toplu, 2020;Jompong Mongkolvanich, 2013;Puncreobutr, 2016).…”

Section: Introductionmentioning

confidence: 99%

Determining characteristics of teachers, students and educational managers in the 4.0 educational context

Cuong

2020

VJE

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The objective of the study is to identify the characteristics of school administrators, teachers, and students in the 4.0 educational context. The study used research method from a qualitative perspective, using a basic qualitative research model. The study participants consisted of 10 lecturers selected according to the snowball method. The study data were collected through a semi-structured interview. Content analysis techniques will be used to analyze the data. We hope that the Education 4.0 revolution can be realized in Vietnamese education system. As a result, open access, personal education, idea transformation, digital integration into education, open learning environments, lifelong learning, discovery education, and multidisciplinary education are the main components of educations 4.0. It has been found that the key qualities expected from the students of Education 4.0 are interpersonal skills, technology skills, study skills, and personal style. The main qualities expected from the teachers in educations 4.0 are technology skills, instructional skills, lifelong learning skills, and personal style. Finally, the main qualities expected from school administrators in Education 4.0 are instructional skills, technology skills, learning skills.

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“…As the new work environment is heavily driven by digital technology, the idea of digitalising vocational education has become more intriguing to give a prior digital environment before entering the workplace. Nafea and Toplu (2019) have argued that digital literacy is essential for students who will be part of the future workforce (Nafea & Toplu, 2019). Digital literacy is defined as a set of skills that are related to the digital world, such as operating digital tools and understanding the digital system.…”

Section: Digitalisation In Educationmentioning

confidence: 99%

Southeast Asian Ministers of Education Organization (SEAMEO) 's role in digitalisation for vocational education development : a comparative analysis of Indonesia and Thailand

Sylvia

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This thesis focuses on the role of the SEAMEO (Southeast Asian Ministers of Education Organization) role in vocational education development in Industry 4.0. Nowadays, there is a demand for the education sector to align with Industry 4.0, known as Education 4.0. In 2018, the SEAMEO, in collaboration with the GIZ, launched a Regional In-Service Training Modules project to support vocational education for Education 4.0. This study compares the impact of the Regional In-Service Training Modules project in two countries with a medium level of education performance in Southeast Asia: Indonesia and Thailand. This study employs a qualitative method with a case study. Data are collected from depth-interviews with 11 key informants, concept notes, original publications and literature from reliable sources. Data are analysed using a thematic analysis method and Stuffle Beam's CIPP (Context, Input, Process, Product) evaluation model as a conceptual framework. Overall, this thesis concludes that SEAMEO matters for education development and supporting digitalisation in vocational education for Indonesia and Thailand. There are three significant findings from this study. Firstly, this study found that SEAMEO has provided access to conduct a project at the regional level and gather participants from 11 countries simultaneously. However, SEAMEO's level of intervention is limited due to their non-binding and non-intervention nature, like ASEAN. Secondly, this study found that digitalisation in vocational education does not mean going fully digital; instead, vocational education shifts towards blended learning by combining online and face-to-face learning. The analysis concludes that practical skills in vocational education are hard to be taught online. Thirdly, the project's different outcomes at the national level are affected by national policy, participants' initiative, funding from GIZ and governments, and the centre for practical training readiness in teaching about Industry 4.0. Based on the findings and analysis, this study recommends that SEAMEO collaborate with private sectors for their upcoming project to improve their quality. Secondly, vocational education institution in Indonesia and Thailand should strengthen their relationship with Industry to understand the criteria for skilled labour that Industry expects. Last, the Indonesian and Thai governments could learn from each other to improve education policies.

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Future of Education in Industry 4.0

Cited by 10 publications

References 22 publications

The Development of Calculus Teaching Materials using Geogebra

The Development of Calculus Teaching Materials using Geogebra

Determining characteristics of teachers, students and educational managers in the 4.0 educational context

Southeast Asian Ministers of Education Organization (SEAMEO) 's role in digitalisation for vocational education development : a comparative analysis of Indonesia and Thailand

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