scholarly journals Innovation of Training Methods to Meet the Needs of University Students under “Learning Citizen” Model

2021 ◽  
Vol 23 (05) ◽  
pp. 275-285
Author(s):  
Dr. Tran Quoc Hoan ◽  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Industrial Revolution ◽  
Training Methods ◽  
Learning Society ◽  
Material Life ◽  
Fourth Industrial Revolution ◽  
Education Innovation

After reflecting on the situation, the paper focuses on analyzing the innovation of higher education methods to meet learners’ needs under the “learning citizen” model in the context of approaching the Fourth Industrial Revolution, with many opportunities and challenges. The paper identifies that higher education innovation to meet learners’ needs under the “learning citizen” model is an effective way to take care of people’s spiritual and material life, which is an important contribution to build a learning society.

scholarly journals INNOVATION OF TRAINING METHODS TO MEET THE NEEDS OF UNIVERSITY STUDENTS UNDER "LEARNING CITIZEN" MODEL

2020 ◽  
Vol 5 (5) ◽  
Author(s):  
Nguyen Van Hiep ◽  
Pham Ngoc Tram
Keyword(s):  
Higher Education ◽  
University Students ◽  
Industrial Revolution ◽  
Training Methods ◽  
Learning Society ◽  
Material Life ◽  
Fourth Industrial Revolution ◽  
Education Innovation

After reflecting on the situation, the paper focuses on analyzing the innovation of higher education methods to meet learners' needs under the "learning citizen" model in the context of approaching the Fourth Industrial Revolution, with many opportunities and challenges. The paper identifies that higher education innovation to meet learners' needs under the "learning citizen" model is an effective way to take care of people's spiritual and material life, which is an important contribution to build a learning society. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0626/a.php" alt="Hit counter" /></p>

The education system in the era of the fourth industrial revolution: developing skills and thinking for learning

2021 ◽  
Vol 83 (1) ◽  
pp. 44-51
Author(s):  
S. Bespalyy ◽  
◽  
Ye. Ifutina ◽  
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Industrial Revolution ◽  
Digital Technologies ◽  
Professional Activity ◽  
Critical Element ◽  
Higher Education System ◽  
Fourth Industrial Revolution ◽  
The Impact

Computer systems and technologies are changing our society significantly. These changes are interconnected with both social and production spheres. Innovative digital technologies have a huge impact on the labor market and professional activity, contributing to their transfer to the electronic environment. Using digital technologies, modern people set new goals and solve problems with an increasing speed of problem solving, capitalizing on the possibilities of collaborative distributed actions within networks. In this regard, new competencies of specialists are in demand. Purpose: The purpose of this study was to establish the impact of the fourth industrial revolution on the education system and the development of skills and thinking for learning. Methods: When conducting scientific research, economic and statistical methods were used. These methods were also used in comparative analysis, as well as in assessing data and indicators of the higher education system, taking into account the impact of the fourth industrial revolution. The analytical method was used to consider the characteristics and factors influencing the development of skills and thinking for learning in modern conditions. The abstract-logical method is used to identify problems affecting the development of the labor market under the influence of digital technologies. Results and their value: The result of the study is that conclusions are drawn about the upcoming changes. Automation and digitalization are likely to lead to significant unemployment in most countries, so adaptation innovation policies are needed to help offset unemployment due to digitalization. Governments need to invest heavily in higher education as an economic development tool for their citizens. Lifelong learning should be identified as a critical element of success in the era of the fourth industrial revolution. Curricula should develop digital skills and address workforce disruptions due to automation.

scholarly journals Implementation of Augmented Reality in a Mechanical Engineering Training Context

Computers ◽  
2021 ◽  
Vol 10 (12) ◽  
pp. 163
Author(s):  
Dominique Scaravetti ◽  
Rémy François
Keyword(s):  
Higher Education ◽  
Augmented Reality ◽  
Industrial Revolution ◽  
Power Transmission ◽  
Digital Tools ◽  
Training Context ◽  
Global Industry ◽  
Fourth Industrial Revolution ◽  
Engineering Training ◽  
3D Representations

Global industry is at the heart of its fourth industrial revolution, being driven by the emergence of new digital solutions: Augmented reality allows us to consider the evolution towards the “the augmented operator”. This technology is currently little used in higher education, especially for mechanical engineers. We believe that it can facilitate learning and develop autonomy. The objective of this work is to assess the relevance of augmented reality in this context, as well as its impact on learning. The difficulties for a student approaching a technical system are related to reading and understanding 2D and even 3D representations, lack of knowledge on components functions, and the analysis of the chain of power transmission and transformation of movement. The research is intended to see if AR technologies are relevant to answer these issues and help beginners get started. To that end, several AR scenarios have been developed on different mechanical systems, using the relevant features of the AR interfaces that we have identified. Otherwise, these experiences have enabled us to identify specific issues linked to the implementation of AR. Our choice of AR devices and software allows us to have an integrated digital chain with digital tools and files used by mechanical engineers. Finally, we sought to assess how this technology made it possible to overcome the difficulties of learners, in different learning situations.

scholarly journals Requirements for developing a culture of small information technology projects among university students in the context of the Fourth Industrial Revolution.

2022 ◽  
Vol 5 (1) ◽  
pp. 253-314
Author(s):  
Mohamed Abdel Salam Mohamed Mahmoud El Balshi ◽  
Keyword(s):  
Information Technology ◽  
University Students ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Processes ◽  
Faculty Members ◽  
It Projects ◽  
Information Technology Projects ◽  
Fourth Industrial Revolution ◽  
The University

The current study aimed to develop mechanisms for developing the culture of small information technology projects among university students in the context of the Fourth Industrial Revolution by integrating the development of the culture of small information technology projects in the university’s vision, objectives and strategy, and localizing it in the university environment, activating it in the university’s teaching and learning processes, and strengthening the university’s partnership and the outside community to achieve this. The study used the descriptive approach, and the researcher applied a questionnaire consisting of (37) phrases distributed over (4) axes, and the sample amounted to (136) university professors from (5) Egyptian universities. The study found: The need for the university to emphasize in its objectives the teaching of students to build and manage small information technology projects through the development of knowledge and awareness of it, consolidating the values ​​and beliefs that support them, and that the university is interested in formulating a strategy that supports innovation and creativity among faculty members and students, and that the promotions of teachers and assistant professors be linked to their supportive activities for educating students with small IT projects, and to provide paper or digital brochures on opportunities to build small IT projects in the surrounding environment, and to support the practice of cultural activities, and spread the culture of patent in the information technology sector among its students, and that the university’s learning outcomes target the need for graduates to possess positive attitudes and values ​​towards them. and pay attention to educating students about the impact of the Fourth Industrial Revolution on small IT projects, and that the university link the teaching and learning processes, building and managing small information technology projects, and directing its faculty members towards linking the contents of the curricula with the skills of building and managing small information technology projects, with the need to achieve partnership with the external community through the establishment of exhibitions and platforms for marketing information technology projects, and hosting businessmen in seminars or meetings to inform students of their successful experiences.

The Alignment of Civil Engineering Tools and Equipment Between TVET Colleges and Industries

2021 ◽  
pp. 29-48
Author(s):  
Thokozani Isaac Mtshali ◽  
Sylvia Manto Ramaligela
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Industrial Revolution ◽  
Civil Engineering ◽  
Document Analysis ◽  
Limpopo Province ◽  
Fourth Industrial Revolution ◽  
Qualitative Research Design ◽  
Engineering Industries ◽  
And Training

This study was conducted in response to the call made by the Department of Higher Education and Training (DHET) in South Africa to strengthen the awareness levels of TVET colleges' readiness to embrace the 4IR era. The purpose of this study was to focus on equipment alignment between TVET colleges and industries. This study used Eulau and Karps' theory of responsiveness as a guide to explore the purpose. Also, this study purposefully sampled five TVET colleges in Limpopo province and two civil engineering industries linked to these institutions. This study used a descriptive qualitative research design. Document analysis and non-participant observations were used as data collection instruments. The study found that the working tools and equipment used by these TVET colleges were not fancy or showing prospects of Fourth Industrial Revolution. This was the same thing with the linked industries. Hence, all tools used were simply outdated when it comes to 4IR integration. And so, the study recommends that TVET colleges should institute new partnerships with 4IR responsive industries than being linked to industries that are using conventional tools and equipment.

Re-imagining the future of education in the era of the fourth industrial revolution

2020 ◽  
Vol 12 (1) ◽  
pp. 3-12 ◽  
Author(s):  
Matthew Olusoji Ilori ◽  
Ibrahim Ajagunna
Keyword(s):  
Artificial Intelligence ◽  
Higher Education ◽  
Communication Systems ◽  
Industrial Revolution ◽  
Innovation Policy ◽  
Cloud Services ◽  
Content Type ◽  
Fourth Industrial Revolution ◽  
Pertinent Data ◽  
The Right

Purpose Globally, higher education has been, over the years, a source of innovation, policy, new knowledge and a national asset. However, the advent of the Fourth Industrial Revolution (4IR) is having an impact on the principles of learning from primary to tertiary levels. The purpose of this paper is to consider how the 4IR has and will continue to impact education at the various levels of learning. Design/methodology/approach The paper aims to bridge the perceived information gap and provide insights into the kinds of educational preparation and the skills and qualifications that 4IR jobs require. In response, the following are considered: the need to tweak the curriculum, adopt the right technology for in class and online delivery and the projection of other learning techniques and skills that are often not considered pertinent. Data gathering for the report was by discussion with experts and consultation of relevant articles and write-ups from related websites. Findings The advent of smart communication systems involving artificial intelligence, internet, robotics, virtual reality and digital textbooks has opened a new vista in relation to how and what is learnt in schools. Just as technologies brought about smart communication systems, the 4IR model of higher education is rapidly evolving and as such, curriculum development and review must be dynamic, and it must keep pace with the technological advances and skills required in the twenty first century. Research limitations/implications More purposeful research needs to be conducted in universities and industries with the intention of accelerating internal and external innovations so that markets can be expanded. Furthermore, efforts to reduce the cost and time of generating innovations will need to be intensified. Practical implications The value and emphasis that are placed on the acquisition of degrees and paper qualifications are changing rapidly. Although it is traditional for students to compete for admission to the face-to-face classroom model, it is no longer unusual for a student to take courses online from any part of the world and still be accepted into positions usually reserved for traditional classroom education. Social implications As at today, examples of 4IR services include Uber, Airbnb, Cloud services, Artificial intelligence, Cyber-security, three-dimensional printers, driverless cars and robotics. Machine learning and drone technology are also of growing significance. As yet, subjects dealing with such inventions and innovations are not part of the curriculum of many institutions and this is a cause for concern. Originality/value The 4IR era will bring great changes to how students are taught and what students must learn as the tools for transformational learning are already overwhelming. Jobs will be scarce for those without the requisite skills, whereas those with the right skills will have to keep up with the pace of technological development, otherwise they too will be left behind. Schools will increasingly become centres for the generation of innovation and its incubation and in all this, quality learning, teaching and knowledge impartation can easily be carried out online.

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