Industrial Revolution (IR) 4.0: Opportunities and Challenges in Online Business

Ali, Norhidayah; Isa, Zuraidah Mohamed; Bakar, Suhaida Abu; Jali, Fathiyah Ahmad @ Ahmad; Shaharruddin, Sarah

doi:10.3390/proceedings2022082085

Cited by 7 publications

(6 citation statements)

References 17 publications

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“…The industry is witnessing a shift from hardware to software-based solutions (Accenture, 2018), enabling the development of connected factories and redefining work roles (FICCI et al, 2017). Industry 4.0 has influenced various domains, notably supply chain management, where real-time data exchange through smart technologies has reshaped traditional structures (Ali et al, 2022). This transformation demands enhanced analytical and technological skills from employees who interpret data, strategic decision-making and integrate innovation (Suneja & Sikka, 2022).…”

Section: Theme 1 Industry 40 Causing Substantial Disruptionsmentioning

confidence: 99%

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Human Skills in the Era of Industry 4.0 in the Indian Automotive Industry

Sonal,

Mohammad Israrul,

Ganesh

2024

Abhigyan

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The advent of Industry 4.0 in the automotive sector has transformed the work environment, emphasising a technology-driven and digitised landscape. This has led to uncertainties regarding the skills required for future jobs. A qualitative exploration was undertaken through in-depth interviews with 44 industry respondents, employing a case study design. Thematic analysis was utilised for data analysis. The research reveals an amplified demand for human skills, emphasising traits such as empathy, problem-solving, communication, collaboration, resilience, quick decision-making, critical thinking and adaptability. The study found that integrating technology has further elevated the demand for human skills, highlighting their importance in the Indian automotive industry.

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Section: Theme 1 Industry 40 Causing Substantial Disruptionsmentioning

confidence: 99%

“…In summary, Industry 4.0 offers expansion prospects within the automotive sector (Ali et al, 2022; Deloitte Insights, 2020; Lin et al, 2018), enhancing efficiency, customisation capabilities and fostering an agile supply chain, prompting strategic revaluation (Deloitte Insights, 2020).…”

Section: Industry 40mentioning

confidence: 99%

Human Skills in the Era of Industry 4.0 in the Indian Automotive Industry

Sonal,

Mohammad Israrul,

Ganesh

2024

Abhigyan

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“…Moreover, IR 4.0 does not just refer to intelligent and connected processes and gadgets-related, but it also entails a much broader attitude and has a significant impact on the global political, social, and economic systems (Ali et al, 2022). Due to IR 4.0's qualities, the technology industry should be quite lucrative for investors, with significant future investments perhaps strengthening the digitization and internet segments in particular.…”

Section: Technology Industrial Revolution 40 and Education 40mentioning

confidence: 99%

“…Due to IR 4.0's qualities, the technology industry should be quite lucrative for investors, with significant future investments perhaps strengthening the digitization and internet segments in particular. Additionally, IR 4.0 can provide a business with a significant edge since it allows for real-time data analysis (Ali et al, 2022). The population's current access to technology served as the catalyst as this is primarily built on the Internet of Things-enabled digitization, automation, personalization, customization, and integration of IT management systems and factory production systems (IoT) (Abdelmajied, 2022).…”

Section: Technology Industrial Revolution 40 and Education 40mentioning

confidence: 99%

Technology Integration in Philippine Higher Education: A Content-Based Bibliometric Analysis

Cadiz,

Manuel,

Reyes

et al. 2024

Jur. Ilmh. Ilm. Ter. Un. Ja

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The penetration of technological advancements into higher education institutions is a multifaceted phenomenon influenced by diverse considerations. This paper breaks new ground by conducting a content-based bibliometric analysis of technology integration within Philippine Higher Education Institutions (HEIs). Employing a systematic five-step approach, the study meticulously navigates the bibliometric landscape, encompassing database identification, scope determination, article refinement, compilation, and analysis. A corpus of 61 articles sourced from the Google Scholar database spanning the period from 2012 to 2022 constitutes the focal point of bibliometric scrutiny. Delving into the thematic analysis, the study unveils a rich tapestry of insights encapsulated in five overarching themes: Technology, Industrial Revolution 4.0, and Education 4.0; Higher Education and Digital Technology; Educational Philosophies in the New Normal Higher Education Setting; Transformation of Technology Education in Higher Education and the Academics; and Higher Education, Technology, and the Learners. The findings underscore the imperative of aligning educational paradigms with the imperatives of Industrial Revolution 4.0, offering a blueprint for navigating the new normal in higher education. By elucidating the intricate interplay between technology and pedagogy, this research not only enriches scholarly discourse but also provides practical insights for HEIs seeking to embrace technological innovation in fostering academic excellence and resilience amidst evolving educational landscapes.

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“…Industri 4.0, juga dikenal sebagai Revolusi Industri Keempat, mengacu pada tren otomatisasi dan pertukaran data saat ini di bidang manufaktur dan industri lainnya (Ali et al, 2022). Hal ini dicirikan oleh integrasi teknologi canggih seperti Internet of Things (IoT), kecerdasan buatan (AI), dan robotika ke dalam proses manufaktur, dengan tujuan menciptakan "pabrik pintar" yang dapat berkomunikasi dan mengoptimalkan produksi secara real-time (Widiastuti & Mirnawati, 2020).…”

Section: Pendahuluanunclassified

Kompetensi Dosen Era Disrupsi Industri 4.0: Bagaimana Persepsi Mahasiswa?

Salsabila

Putri

Handican

2023

GJMEA

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The era of technological disruption not only has an effect on changes in the business cycle, but also has an impact on the world of education. The world of education today also demands the ability to equip students with 21st century skills. These skills are the skills of learners who are able to think critically and solve problems, creatively, and innovatively, communication and collaboration skills. In the industrial era 4.0, universities are required to be able to overcome the turmoil of changes that occur due to digital transformation. Lecturers in the industrial era are required to have qualifications and competencies that can compete and survive in the turmoil of the industrial era 4.0. The purpose of this study was to determine how students perceive the competence of lecturers in the era of industrial disruption 4.0. The research method used in this research is quantitative research method with survey type. The data collection instrument used a questionnaire made through Google Forms. The sample of this study were 53 students of the Kerinci State Islamic Institute who were grouped by gender, namely 37 people (69.8%) were female and 16 people (30.2%) were male. Based on the results of the study, students were of the opinion that lecturers should be expressive and fun in teaching mathematics, lecturers should use online media to increase learning resources, lecturers should care about students and be helpful, lecturers should use language that is easy to understand, lecturers should not be rigid, lecturers should be formal and informal, lecturers should have good IT skills, lecturers in class should intersperse time with humor, lecturers should provide illustrations of theory in real and relevant forms, and ask students to use ICT in the learning process. Some of the obstacles that lecturers may face in implementing lecturer competencies in the era of industrial disruption 4.0 are lack of access and mastery of technology, lack of support from the university, and lack of awareness of the importance of lecturer competencies that are relevant to technological developments. Lecturers may also find it difficult to adapt the material taught to the rapid development of technology. To overcome these obstacles, lecturers need to be given support and training to improve their mastery of technology, as well as encouragement to continue developing their competencies.

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Industrial Revolution (IR) 4.0: Opportunities and Challenges in Online Business

Cited by 7 publications

References 17 publications

Human Skills in the Era of Industry 4.0 in the Indian Automotive Industry

Human Skills in the Era of Industry 4.0 in the Indian Automotive Industry

Technology Integration in Philippine Higher Education: A Content-Based Bibliometric Analysis

Kompetensi Dosen Era Disrupsi Industri 4.0: Bagaimana Persepsi Mahasiswa?

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