Skills Obsolescence and Education Global Risks in the Fourth Industrial Revolution

Caratozzolo, Patricia; Sirkis, Gabriela; Piloto, Clara; Correa, Marc

doi:10.1109/weef-gedc49885.2020.9293687

Cited by 10 publications

(3 citation statements)

References 3 publications

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“…In our rapidly changing world, people must be prepared to adapt to new contexts and keep learning. When we think about what the top skills are that a professional must have, usually the responses that come to our mind are leadership, creativity, teamwork, and communication [32], [33]. Table 1 shows the 15 top skills reported for 2025 by the World Economic Forum [5] and the 15 top skills in 2019 indicated by the QS Global Skills Gap Report [34].…”

Section: Discussionmentioning

confidence: 99%

Socially-Oriented Interdisciplinary STEM Education Framework

Lara-Prieto¹,

Caratozzolo²,

Vázquez-Villegas³

et al. 2022

Proceedings of the 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research A

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In 2021, a group of 16 experts in STEM education, social sciences, humanities, and arts started an interdisciplinary collaboration to conduct research in education. The main objective of the group is to foster a sociallyoriented interdisciplinary vision in STEM education to meet the challenges of the 21st century through interdisciplinary education that promotes diversity, equity, and inclusion. That is how SOI-STEM (Socially-Oriented Interdisciplinary STEM) Education Research Group was born. The work of this group focuses on 5 main research lines: students' active participation in the learning process, paradigm shifts in education, urban science, data science in education, and diversity, equity, and inclusion. The work of this group aims to have a positive impact on our community by addressing social and relevant challenges through education for the development and well-being of our society.

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Section: Discussionmentioning

confidence: 99%

Socially-Oriented Interdisciplinary STEM Education Framework

Lara-Prieto¹,

Caratozzolo²,

Vázquez-Villegas³

et al. 2022

Proceedings of the 20th LACCEI International Multi-Conference for Engineering, Education and Technology: “Education, Research A

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show abstract

“…Furthermore, the authors discuss the importance of understanding international labour standards and employment relations and international regulatory acts' impact on national legislation (Bursten, 2020;Piterska et al, 2020). Conversely, the role of technology in the education of labour law professionals (Caratozzolo, 2020) may also be considered. They may examine the potential of utilising online courses, virtual simulations, electronic learning resources, and other teaching methods (Dotsenko, 2023).…”

Section: Literature Reviewmentioning

confidence: 99%

Training and education of specialists in the field of labour law

Kucher,

Mohilevskyi

2024

J. Infras. Policy. Dev.

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Objective/Aim: In the context of a constantly changing legislative environment and the necessity for professionals to develop their skills, the research focuses on identifying effective methods and tools that facilitate efficient learning and professional development in the field of labour law. This study aimed to propose a pedagogical technology for the preparation and training of specialists in the field of labour law and to assess the effectiveness of the training based on the specified technology. Method: The study involved 124 participants, with 63 in the experimental group and 61 in the control group. Statistical analysis was performed using Microsoft Excel. The student’s t-test indicated significant improvements in the experimental group’s training effectiveness, confirming the proposed pedagogical technology’s efficacy. Results: Consequently, implementing training and education technology for specialists in the labour law field was proposed to enhance the indicators. The criteria for the preparation of specialists in the field of labour law were delineated, including knowledge of labour legislation, consulting and support skills, analytical skills, communication skills, and continuous learning. According to the criteria above, levels of preparation for specialists in the field of labour law were established, namely high, medium, and essential. The proposed training and education technology for specialists in the field of labour encompasses the following tools: The utilisation of online platforms and educational resources, virtual classes and simulations, the incorporation of multimedia materials, the integration of adaptive learning technologies, the implementation of project- and problem-oriented teaching methodologies, the incorporation of interactive methodologies, the incorporation of cloud technologies and mobile applications, and the provision of assessment and feedback. Conclusion: The proposed pedagogical technology effectively enhances the training and education of labour law specialists. The experimental group’s significant improvement in learning outcomes confirms the technology’s efficacy. Implication: The findings of this research hold significant social implications. Improved training and education of labour law specialists leads to a more competent and effective legal workforce. This, in turn, ensures better protection of workers’ rights and fairer employer-employee relations, contributing to overall social stability.

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“…1 Introduction Caratozzolo et al (2020) see a major challenge as the thrust of the fourth industrial revolution and the pressure of industry in this sector requires employers to develop and implement new workforce strategies with respect to the ethics of Industry 4.0. Current requirements must address the additional challenges associated with the planned technology obsolescence.…”

mentioning

confidence: 99%

Lifelong Learning as the Key Competency for Industry 4.0

Čermáková¹,

Houda²,

Rolínek³

2021

Acta Univ. Bohem. Merid.

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Pressure in most companies requires employers to implement new strategies for the development of competencies through employee lifelong learning, taking into account ethics in the conditions of Industry 4.0, which is a topic presented in the theoretical introduction of the paper. The article aims to identify the characteristics influencing the development of lifelong learning with regard to ethics in the conditions of Industry 4.0. To meet the objective of this article, a hypothesis was formulated to determine the statistical significance of particular characteristics of the key competency of lifelong learning. The results of the ANOVA test for the lifelong learning competency show that the respondents' answers vary depending on their age, the level and field of their education, and their position in the organization. In particular, the authors used linear regression to evaluate the impact of age, gender, field and level of education, job position, the tenure of this job position and the size of company. From the results of the linear regression, it can be stated that the generation aged above 41 years, middle management and specialists have the closer relationship to lifelong learning than the rest of the population.

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Skills Obsolescence and Education Global Risks in the Fourth Industrial Revolution

Cited by 10 publications

References 3 publications

Socially-Oriented Interdisciplinary STEM Education Framework

Socially-Oriented Interdisciplinary STEM Education Framework

Training and education of specialists in the field of labour law

Lifelong Learning as the Key Competency for Industry 4.0

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