Perceived challenges towards Education 4.0 implementation among academicians: A preliminary analysis

Abstract

The Industrial Revolution caused major changes in the economy and advancement in technology. Specifically, IR4.0 stimulates the development of Education 4.0, in which the use of information, internet and technology become part of the teaching and learning process allowing students to learn at any time through digital platforms. Promoting for Education 4.0 involved challenges particularly constant changes in the teaching and learning techniques, and the facilities to cater to the technology demands. This study attempts to assess perceived challenges towards Education 4.0 implementation among the academicians at a comprehensive university and to explore the relationship between gender and perceived challenges among them. Based on purposive sampling, online questionnaires were distributed via google form to a population of 352 academicians in the selected comprehensive university. Data gathered from 127 responses were analysed using SPSS. The findings indicate the majority of the respondents perceived IT infrastructure as the main challenge, while the skills of individuals are the least challenges towards Education 4.0 implementation. However, there is no evidence of a significant association between gender and any of the perceived challenges items. Thus, regardless of male or female academicians, they have a similar perception of the challenges towards Education 4.0 implementation. The findings assist the Education 4.0 stakeholders to look into those perceived challenges and take necessary actions such as increasing budget allocation for IT facilities, as a support towards the success of Education 4.0 implementation. Future research may be undertaken to examine more specific infrastructure challenges in implementing education 4.0 at other comprehensive universities as well as at research universities and focused universities.
 Keywords: IR4.0, Education 4.0, Academicians, Challenges, Gender

Examining academicians’ COVID-19 anxiety and digitalisation in terms of different variables

“…Jena and Mahanti (2014) point out that male academicians experience more technological stress than female academicians, since women do not have difficulty using technology, and female academicians also tend to use it whenever they need it. Awang, Taib and Muda (2020) affirm that gender is ineffective in experiencing any technologyrelated problems, and that when individuals start to digitalise earlier and are more interested in technology, they will have a more positive attitude. Cai, Fan and Du (2017) and Houtz and Gupta (2001) specify that males have a more positive attitude than females.…”

Implementation of Education 5.0 in Developed and Developing Countries: A Comparative Study

“…Malaysia (Maria, Shahbodin, & Pee, 2018), (Mustafa Kamal et al, 2019), (Adnan et al, 2020), (Awang, Taib, & Muda, 2020), (Sharma & Garg, 2021), (Sart, 2022), (Zainal & Zainuddin, 2020), (Ajit, Lucas, & Kanyan, 2022), (Lawrence, Ching, & Abdullah, 2019), (Yang et al, 2022), (Alshaikh et al, 2021), (Padil et al, 2019), (Yeop et al, 2019), (Mohamad Razi, Baharun, & Omar, 2022, (Mukhula et al, 2021), (Sharma & Garg, 2021), (Anealka, 2018) Saudi Arabia (Yusuf, 2017), (Mirghani, 2020), (Agrawal, Jain, Yadav, & Manupati, 2021), (Alshaikh et al, 2021), (Sart, 2022), (Alghamdi, 2022), (Mukhula et al, 2021), (Yusuf, 2017), (Alghamdi & Holland, 2020), (Aljabri, 2020), (Alharthi, 2018), (Fahad Saleh, 2019), (Aljameel, 2022), (Al Mofarreh, 2016) Zimbabwe (Rumbidzai Muzira & Maupa Bondai, 2020), (Awang, Taib, & Muda, 2020), (Rumbidzai Muzira, & Maupa Bondai, 2020), (Wuta, 2022), (Kangara, Gocha, Tsokota, & Marovah, 2022), (Maketo, 2018), (Keche, 2021), (Ngwenya, 2018), (Nezandonyi, 2018),…”

“…In recent past countries like Malaysia is an example where they developed and transformed the educational sector to a level that most of the world is attracted to the Malaysia. First, they cater the demand of their nationals and in addition to this; students from the region have also been coming for the higher education (Awang, Taib, & Muda, 2020). Their focal point is to shift the learners aptitude from traditional learning to experience based learning by launching the new innovative ideas, challenging the critical concerns to express and develop a more flexible and saleable learning environment for the learners.…”

“…Because raw human resource needs more time in acquiring the relevant knowledge by training and workshops, which industries are not interested at this period? Industries are more towards hiring an infidel, who is academically qualified, skilled and equipped with the modern tools and technologies required by the industry and ready to work as joins the company (Awang, Taib, & Muda, 2020). Similarly, social evolvement is the area where society will play this role for the development of societal standards and improving the social setup at different levels (Adnan et al, 2020).…”

“…Most of recent studies have recommended the following for successfully deployment of modern and innovative tools in the higher education sector of Zimbabwe (Awang, Taib, & Muda, 2020):…”