Pedagogical Model for Raising Students’ Readiness for the Transition to University 4.0

Jugembayeva, Bakytgul; Murzagaliyeva, Aliya; Rēvalde, Gita

doi:10.3390/su14158970

Cited by 6 publications

(11 citation statements)

References 38 publications

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“…It is in this context that education 4.0 is an educational trend where innovative teaching strategies and cutting-edge learning perspectives converge to develop talent capable of making creative and viable decisions [33][34][35]. Its eclectic educational approach encourages the use of disruptive technologies to optimize learning and, consequently, provide innovative solutions to real and complex problems [36][37][38].…”

Section: Digitalization Era and Education 40 Paradigmmentioning

confidence: 99%

“…Today, in the era of digitalization of information, professors must have certain skills for educational management considering the implementation of information and communication technologies in the context of the 4.0 education paradigm [34,35,38], which are the following:…”

Section: Professor Skills For Educative Management Considering Inform...mentioning

confidence: 99%

“…Regarding the curriculum: Know the graduation profile and recognize that your curricular unit contributes to this profile; adjust according to the current educational context in correspondence with student characteristics [34,35,38].…”

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confidence: 99%

“…Regarding the virtual design: Choose the strategies, media, and resources that best suit the educational intention and the student population; recognize the student context to access the selected resources or media [34,35,38].…”

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confidence: 99%

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Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

et al. 2023

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Many university students have doubts about how or where to start writing their undergraduate thesis work; it is common not to be clear how to identify a research problem or even towards which topic their research is oriented, and there are doubts about how to process and systematize so much information available in the era of digitalization. This article presents learning strategies to formulate a research thesis for engineering undergraduate programs, with an emphasis on the use of information and communication technologies (ICTs) toward a University Education 4.0 paradigm. The main themes and issues discussed in this article, carried out through learning strategies for students based on the scientific method, are the following: (i) Recommendations for choosing a research topic, (ii) Guidelines for problem identification and question research, (iii) Suggestions for choosing a thesis advisor, (iv) Instructions for finding suitable sources of information, (v) Structure of the table of contents for writing the thesis manuscript, and (vi) Indications for preparing an oral defense of thesis research. This article highlights recommendations and precautions directed towards professors and students with the use of the chatbot-type artificial intelligence (AI) tool called ChatGPT for the formulation of the thesis under a responsible conduct approach in research. This article concludes that the application of tutoring/guidance strategies between professors and students requires an adequate ethical use of information and communication technologies (ICTs) during the development of a research thesis to generate a comprehensive educational environment that encourages research and develops a sustainable learning process in the context of the University Education 4.0 paradigm.

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Section: Digitalization Era and Education 40 Paradigmmentioning

confidence: 99%

Section: Professor Skills For Educative Management Considering Inform...mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

et al. 2023

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“…Moreover, many studies have been conducted on critical thinking in various levels (general, higher) of formal education (Mabić and Gašpar 2020;Voinea 2019), but there is a lack of research on the development of critical thinking in non-formal education, i.e., in those forms of education that are relevant and could be applied in the context of the labour market. The labour market is changing faster than the educational processes, and although there is already talk about the University 4.0 model, which particularly emphasises the importance of critical thinking competencies (Jugembayeva et al 2022), it is important to analyse the development of critical thinking-similar to other soft competencies needed in the 21st century-based on the lifelong learning paradigm (Li 2022).…”

Section: Introductionmentioning

confidence: 99%

Value of Critical Thinking in the Labour Market: Variations in Employers’ and Employees’ Views

et al. 2023

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The fragmentation and narrowness of research on critical thinking in the labour market and the lack of critical thinking analysis in the context of the interplay between lifelong learning, education and the labour market presuppose the relevance of this article. The article analyses the views of employers and employees, highlighting their attitude toward the importance and manifestation of critical thinking in the labour market and the need for improving critical thinking competency. The article aims to answer the following problematic questions: (1) How important are critical thinking skills and dispositions in the labour market? (2) How do employers’ and employees’ opinions vary regarding critical thinking in professional activities? (3) What need is there to improve critical thinking skills and dispositions? Quantitative research methodology was chosen for data collection using a questionnaire. It was found that both employers and employees consider inference and argumentation to be the most important critical thinking skills in the modern labour market; however, their attitude toward self-regulation, which is highly regarded by employees, but not by employers, is fundamentally different. Both employers and employees understand the importance of dispositions and value them similarly. Both groups have the least regard for having scepticism. The assessment of critical thinking skills and dispositions in specific professional activities differs from the assessment in the labour market in general. In professional activities, substantiated decisions, flexibility and unbiased decisions are especially valued by both groups, and the skills listed as being in most need of improvement are the same ones that were given as being important. The attitudes of both groups were distinguished by assigning value to dispositions that need improvement. Employees are more likely than employers to work on dispositions that denote operational autonomy. The study also revealed correlations between various groups of critical thinking skills and dispositions, demonstrating both employers’ and employees’ deliberate choice in assessing one or other constituent of critical thinking competence and the perception of their interrelationships.

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Innovation readiness for digital learning within the University 4.0 Model

Jugembayeva,

Murzagaliyeva

2023

Asia Pacific Educ. Rev.

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Pedagogical Model for Raising Students’ Readiness for the Transition to University 4.0

Cited by 6 publications

References 38 publications

Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

Research Thesis for Undergraduate Engineering Programs in the Digitalization Era: Learning Strategies and Responsible Research Conduct Road to a University Education 4.0 Paradigm

Value of Critical Thinking in the Labour Market: Variations in Employers’ and Employees’ Views

Innovation readiness for digital learning within the University 4.0 Model

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