Gearing Up Education Towards Industry 4.0

Umachandran, Krishnan; Jurčić, Igor; Ferdinand-James, Debra; Said, Mohamed Mohamed Tolba; Rashid, Adnan Abd

doi:10.24297/ijct.v17i2.7754

Cited by 28 publications

(21 citation statements)

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“…The learning or the realization of the different concepts of Industry 4.0 both theoretically and practically at the university would enormously help its application at the industrial level. It suggests that the universities and educational institutes should deliver courses and trainings to cope with the varied requirements of the new trends of Industry 4.0 [21]. The young talents should be nurtured and exposed to the various aspects of smart technology at the earliest so that they are well-equipped and prepared for the existent industrial revolution [22,23].…”

Section: Introductionmentioning

confidence: 99%

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

et al. 2020

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The emergence of Industry 4.0, also referred to as the fourth industrial revolution, has entirely transformed how the industry or business functions and evolves. It can be attributed to its broadening focus on automation, decentralization, system integration, cyber-physical systems, etc. Its implementation promises numerous benefits in terms of higher productivity, greater volatility, better control and streamlining of processes, accelerated enterprise growth, sustainable development, etc. Despite the worldwide recognition and realization of Industry 4.0, its holistic adoption is constrained by the requirements of specific skills among the workforce. The personnel are expected to acquire adaptive thinking, cognitive and computational skills, predominantly in the area of information technology, data analytics, etc. Thus, the universities that laid the foundation for future talents or trends in society have to adapt and modernize the existing programs, facilities, and infrastructure. This reshaping of higher education in consonance with the vision of Industry 4.0 possesses its opportunities and challenges. There are, of course, a multitude of factors involved and they need a reasonable assessment to strategically plan this metamorphosis. Therefore, this work aims to explore and analyze the different factors that influence the progression and enactment of Industry 4.0 in universities for sustainable education. For this purpose, a systematic approach based on a questionnaire as well as a SWOT (strengths (S), weaknesses (W), opportunities (O), and threats (T)) integrated with the analytic hierarchy process (AHP) is adopted. The questionnaires are administered to university employees and students (or stakeholders) to assess their viewpoint, as well as to estimate the priority values for individual factors to be included in SWOT. The AHP is implemented to quantify the different factors in terms of weights using a pairwise comparison matrix. Finally, the SWOT matrix is established depending on the questionnaire assessment and the AHP weights to figure out stakeholders’ perspectives, in addition to the needed strategic scheme. The SWOT implementation of this research proposes an aggressive approach for universities, where they must make full use of their strengths to take advantage of the emerging opportunities in Industry 4.0. The results also indicate that there are fundamental requirements for universities in Industry 4.0, including effective financial planning, skilled staff, increased industrial partnerships, advanced infrastructure, revised curricula, and insightful workshops. This investigation undoubtedly underlines the importance of practical expertise and the implementation of digital technologies at the university level to empower novices with the requisite skills and a competitive advantage for Industry 4.0.

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Section: Introductionmentioning

confidence: 99%

Adapting Universities for Sustainability Education in Industry 4.0: Channel of Challenges and Opportunities

et al. 2020

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“…It is worth mentioning that many authors have studied subject matter-based educational needs and relevant ICT infrastructures from the viewpoint of new-generation manufacturing [25,46,[57][58][59][60]. Some authors have emphasized a particular type of knowledge structure and its transformation [61] for the sake of active learning and teaching.…”

Section: Concept Map Creation and Analysismentioning

confidence: 99%

Fundamental Issues of Concept Mapping Relevant to Discipline-Based Education: A Perspective of Manufacturing Engineering

Ullah

2019

Education Sciences

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This article addresses some fundamental issues of concept mapping relevant to discipline-based education. The focus is on manufacturing knowledge representation from the viewpoints of both human and machine learning. The concept of new-generation manufacturing (Industry 4.0, smart manufacturing, and connected factory) necessitates learning factory (human learning) and human-cyber-physical systems (machine learning). Both learning factory and human-cyber-physical systems require semantic web-embedded dynamic knowledge bases, which are subjected to syntax (machine-to-machine communication), semantics (the meaning of the contents), and pragmatics (the preferences of individuals involved). This article argues that knowledge-aware concept mapping is a solution to create and analyze the semantic web-embedded dynamic knowledge bases for both human and machine learning. Accordingly, this article defines five types of knowledge, namely, analytic a priori knowledge, synthetic a priori knowledge, synthetic a posteriori knowledge, meaningful knowledge, and skeptic knowledge. These types of knowledge help find some rules and guidelines to create and analyze concept maps for the purposes human and machine learning. The presence of these types of knowledge is elucidated using a real-life manufacturing knowledge representation case. Their implications in learning manufacturing knowledge are also described. The outcomes of this article help install knowledge-aware concept maps for discipline-based education.

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“…In fact, it has been identified that employers demand students with problem-solving skills. In this regard, students need to understand how to deal with such variety of technology from an innovative and critical thinking approach, thus, being required specific academic methods to teach students from a holistic thinking point of view [13].…”

Section: Engineering Education 40mentioning

confidence: 99%