scholarly journals Meeting the Needs of Fourth Industrial Revolution (4IR) in Entrepreneurial Education in Malaysia: The Government’s Role

2020 ◽  
Author(s):  
Hanim Kamaruddin ◽  
Rosilah Hassan ◽  
Norasmah Othman ◽  
Wan Mimi Diyana Wan Zaki ◽  
Sarmila Md Sum
Keyword(s):  
Teaching And Learning ◽  
Industrial Revolution ◽  
Entrepreneurship Education ◽  
Government Support ◽  
Entrepreneurial Education ◽  
Industrial Evolution ◽  
Fourth Industrial Revolution ◽  
Entrepreneurial Skills ◽  
Policy Promotion ◽  
Industry Policy

Entrepreneurship education holds great value for all students of science, technology, mission work, social work, healthcare, and education. It also serves as a great incubator for the types of creative, innovative ideas of our students and the global needs in the 21st century where combining entrepreneurship syllabus and exposure of the fourth industrial revolution is essential. This study explores the Fourth Industrial Revolution (4IR) as an opportunity to change models of innovation-driven entrepreneurship for the better, and create an environment that makes entrepreneurship more inclusive, while maximizing the Fourth Industrial Revolution’s benefits to the society and minimizing the risks that come with it. The role of Malaysian government in enhancing entrepreneurial education must therefore recognize the fourth industrial evolution and its impacts that must be compatible with Malaysia’s industry policy. Promotion of entrepreneurial experimentation within an appropriate entrepreneurial education ecosystem will provide entrepreneurs with smart government support that invests in entrepreneurial skills in Malaysia. This article assesses (i) fourth industrial revolution impact on entrepreneurial education; (ii) new expectations arising from impacts of fourth industrial evolution in Malaysia: method in teaching and learning; (iii) government’s role in supporting entrepreneurship education and finally (iv) entrepreneurial education reforms in Malaysia.

scholarly journals Developing 4IR Engineering Entrepreneurial Skills in Polytechnic Students. A Conceptual Framework

2020 ◽  
Vol 9 (3) ◽  
pp. 2636-2642 ◽  
Keyword(s):  
Conceptual Framework ◽  
Teaching Methods ◽  
Industrial Revolution ◽  
Entrepreneurship Education ◽  
Innovative Teaching ◽  
Fourth Industrial Revolution ◽  
Entrepreneurial Skills

The Fourth Industrial Revolution (4IR) which is technological driven has brought a lot of opportunities those with entrepreneurial mindset as most of the skills demanded in the 4IR are entrepreneurial. This calls approaches that can lead to the development of engineering entrepreneurs that can drive the 4IR. To this effect, this study explored experts’ opinions on the most relevant entrepreneurial skills for the 4IR engineers as well as the best teaching methods to be adopted for the teaching of entrepreneurship education in Nigerian polytechnics. A two-round Delphi interview was used to arrive at 19 entrepreneurial skills with experts’ consensus of Wa = 0.821 and 8 innovative teaching methods with experts’ consensus of Wa = 0. 925. The results from the findings were used to develop a conceptual framework for the development of 4IR Entrepreneurial skills.

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 Future of ICT/LKT in the Teaching and Learning of Social Sciences, Geography, and History

2020 ◽  
pp. 268-291
Keyword(s):  
Social Sciences ◽  
Artificial Intelligence ◽  
Adaptive Learning ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Goals ◽  
Fourth Industrial Revolution ◽  
Online Tools ◽  
The Social ◽  
New Challenges

Most experts consider that society has entered in a Fourth Industrial Revolution that implies ubiquitous changes characterized by a fusion of technologies that is blurring the lines that differentiate physical, digital, and biological spheres. This implies to open a door to important changes in the teaching and learning of the social sciences, geography, and history. Regarding this, it is necessary that both citizens and organizations develop new skills. Artificial intelligence as education technology is possible due to digital and online tools. Adaptive learning, meanwhile, is related to artificial intelligence, personalizing the learning and offering contents adapted to students. New challenges in the teaching of social sciences extends beyond the learning of facts and events. As a result of changes in society of Fourth Industrial Revolution, thinking-based learning (TBL) with the support of learning and knowledge technologies (LKT), creativity, critical thinking, and cooperation are some of the essential learning goals to participate in society.

scholarly journals Supporting ABET Students at Unisa during the Fourth Industrial Revolution

2021 ◽  
Author(s):  
Gezani Baloyi
Keyword(s):  
Higher Education ◽  
Adult Students ◽  
Student Teacher ◽  
Rural Areas ◽  
Teaching And Learning ◽  
Community Of Inquiry ◽  
Industrial Revolution ◽  
Theoretical Framework ◽  
Internet Connectivity ◽  
Fourth Industrial Revolution

Teaching adult students in the context of the Fourth Industrial Revolution poses numerous difficulties in the global higher education context. Unisa students are generally adults who are working, but younger students also register with the institution, and they require support. The paper focuses on the adult students in the ABET department, which falls within the School of Educational Studies. The ABET student cohort comprises both older and younger students who are keen to learn. However, the lack of internet connectivity makes teaching and supporting them during the Covid-19 pandemic difficult, with a number of students situated in the rural areas. For the study, the researcher used the community of inquiry theoretical framework, which promotes interaction between student, teacher and content. At Unisa, teaching and learning take place on the myUnisa learning management system. The findings suggest that some students do not have the necessary skills to use myUnisa. The lack of skills in the use of technologies is a cause for concern.

Changing Skills and Attendant Stressors Appraising the Efficacy of Traditional Wellness Programmes in the 4IR

2021 ◽  
pp. 161-174
Author(s):  
Andrisha Beharry Ramraj ◽  
John Amolo
Keyword(s):  
Industrial Revolution ◽  
Employee Wellness ◽  
Industrial Evolution ◽  
Fourth Industrial Revolution ◽  
Effectiveness And Efficiency ◽  
Employee Effectiveness

The need for pertinent skills is invaluable in every industrial evolution and will not be any different for the fourth industrial revolution. Appropriate employee wellness programmes will enable an increase in the potential of employees to develop the required skills necessary for the fourth industrial revolution. The fourth industrial revolution is having the blurring line effect between the physical, digital, and biological spheres characterised by systems, scope, and velocity. This chapter shall address the need of changing skills and its relevance to the fourth industrial revolution, employee effectiveness, and efficiency. The fourth industrial revolution requires employees to be multi skilled rather than being specialist skilled.

Reshaping Education and Entrepreneurial Skills for Industry 4.0

2021 ◽  
pp. 64-77
Author(s):  
Adeshina Olushola Adeniyi ◽  
Idris Olayiwola Ganiyu
Keyword(s):  
3D Printing ◽  
Industry 4.0 ◽  
Industrial Revolution ◽  
Smart Sensors ◽  
Technological Advancement ◽  
Fourth Industrial Revolution ◽  
Intelligent Robots ◽  
Entrepreneurial Skills ◽  
Technological Advances ◽  
Self Driving Cars

Since the coinage of the Fourth Industrial Revolution (4IR), there has been plethora of studies on the concept. The 4IR, otherwise referred to as Industry 4.0, is a nomenclature used by Klaus Schwab to describes the historical progression of technological advancement. The 4IR is principally the integration of the physical, digital, and industrial worlds. The testimonies of these advancements will result in self-driving cars, intelligent robots, autonomous drones, 3D printing, smart sensors, among several others. In fact, this is already a reality and is revolutionising our world. Given all these technological advances and unimaginable possibilities of the future, it is very sacrosanct to examine the role education will play in this era. What entrepreneurial skills will be required for the 4IR? How does entrepreneurial ecosystem position themselves to thrive in this era? This chapter explores those skills needed in the 4IR.

Constructionist Learning in School Mathematics: Implications for Education in the Fourth Industrial Revolution

2021 ◽  
pp. 209653112097841
Author(s):  
Oi-Lam Ng ◽  
Wing Ki Tsang
Keyword(s):  
3D Printing ◽  
Stem Education ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Technological Development ◽  
School Mathematics ◽  
Learning Technology ◽  
Maker Movement ◽  
Mathematical Meaning ◽  
Fourth Industrial Revolution

Purpose: Amid rapid technological development in the Fourth Industrial Revolution, this article engages with an important question, especially in the context of science, technology, engineering, and mathematics (STEM) education: Can technology itself transform teaching and learning? Design/Approach/Methods: Constructionist learning responds to the current “maker movement,” which draws upon the innate human desire to make things with our hands. Two important elements of constructionist learning—technology literacy and engineering design—have implications for meeting the global need for expertise in the STEM disciplines. To date, the practice of teaching and learning mathematics remains to be dominated by manipulation of symbols with the paper-and-pencil medium. In response, this article discusses how constructionist learning can play an important role in teaching and learning school mathematics via a transdisciplinary approach for STEM education. Findings: Two examples of the authors’ empirical research on constructionist learning in school mathematics classrooms with 3D printing are illustrated. Findings suggest that the 3D Printing Pens played an active role in the construction of artifact (physically) and mathematical meaning (cognitively). Originality/Value: The empirical results as discussed in this article warrant more design-based classroom interventions to further investigate students’ constructionist learning in technological, hands-on, and innovation-oriented environments.

scholarly journals Emerging response-abilities: a reflection on the 2019 SOTL in the South conference

2020 ◽  
Vol 4 (1) ◽  
pp. 69
Author(s):  
Shashi Cullinan Cook
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Industrial Revolution ◽  
Learning Context ◽  
The South ◽  
Scholarship Of Teaching ◽  
Learning And Teaching ◽  
Creative Commons ◽  
Fourth Industrial Revolution ◽  
University Of Technology

The second biennial ‘SOTL in the South’ conference was held at the Central University of Technology (CUT) in Bloemfontein, South Africa, in October 2019. Scholarship of Teaching and Learning (SOTL) is gaining increasing traction in South African universities, and this conference was a collaboration between the Centre for Innovation in Learning and Teaching at CUT, and SOTL in the South. The theme of this conference was ‘Creating space for Southern narratives on Teaching and Learning’ and the keynote speakers were Boaventura de Sousa Santos, Joanne Vorster, Sabelo Ndlovu-Gatsheni and Catherine Manathunga. In this piece I reflect on the conference and identify some of the narratives that emerged from it. I share some of the discussions by keynote speakers and presenters which help to expand discourses on the interconnectedness of decolonisation, and economic, social and environmental justice, and I explain why I look to ‘Southern SOTL’ for guidance in negotiating contradictions in my teaching and learning context. In this piece I consider the response-abilities of higher educators to contribute to these urgent matters.Key words: SOTL in the South, research in teaching and learning, global South, north-south, decolonisation, 4IR, fourth industrial revolution, response-abilityHow to cite this article:Cullinan Cook, S. 2020. Emerging response-abilities: a reflection on the 2019 SOTL in the South conference. Scholarship of Teaching and Learning in the South. v. 4, n. 1, p. 69-85. April 2020. Available at: https://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=135This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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