The utilization of the technology in the education process, whereby both students and teachers started to make use of technology in basis ways is otherwise known as Education 2.0. However, with the advancement in technology, and with increased technology infiltration into the education system, resulted in generating more user-generated internet. This gave birth to Education 3.0.
Now students have access to information, the option to learn virtually, and platforms to easily connect with faculty and other students. Education is no longer set back and forth between students and teachers, but instead a more networked approach, with students having access to variety of different information sources. This gave rise to the development of a more personalized way of learning where student’s independence and unique approach to study was celebrated. This way, the education is transitioning to Education 4.0.X
What is Education 4.0?
Education 4.0 is a desired approach to learning that aligns itself with the emerging 4th Industrial Revolution (other otherwise called Industrial Revolution 4.0). Industrial Rev. 4.0 focuses on smart technology, artificial intelligence, and robotics; all of which now impact our everyday lives.
For instance, universities have to align themselves to produce successful graduates, preparing their students for a world where cyber-physical systems are prevalent across all industries. This means students should be taught about this technology as part of the curriculum, changing the approach to learning altogether, and utilizing this technology to better improve the university experience. These are some of the ways to foster extremely valuable career options in the future.
In addition, alongside their degrees, universities may look for job opportunities for students to allow them to gain work experience to support themselves financially and to build their skills in teamwork and communication in readiness for the careers ahead of them.
Preparing students for evolving industries
Cyber-physical systems are steadily becoming more integrated into various industries, inevitably affecting the skills requirements for employees. Research by Michael Chui, Jamjes Manyika and Mehdi Miremadi (https://www.mckinsey.com/capabilities/mckinsey-digital/our-insights/where-machines-could-replace-humans-and-where-they-cant-yet) revealed that due to the fourth industrial revolution 60% of all occupations could potentially have at least a third of their activities automated. There is no doubt that AI has already influenced certain fields that utilize human labor, such as the introduction of automated cashier systems in supermarkets, but when it comes to how AI will affect highly skilled jobs there is still a lot of uncertainty.
As universities are focused on preparing their students for higher skilled jobs, it is vital that they consider the affects AI might have on these jobs and adapt their teachings and processes accordingly. However, there is much more to consider than the potential disruption to the hard skills required for various job roles. The fourth industrial revolution will also impact the soft skills that students will need in the future.
What is a hard skill and a soft skill?
Hard skill is the job-related knowledge and the abilities that the employee needs to perform the job effectively. On the other hand, soft skills are the personal qualities that the employee needs to survive in the workplace. Some people claim that the soft skills such as complex problem solving, social skills, and process skills will soon become indispensable.
The World Economic Forum in the year 2016 predicted that by 2020, “more than a third of the desired core skill sets of most occupations will be comprised of skills that are not yet considered crucial to the job today.” Technology allows us to be constantly connected, and as a result, job roles are steadily becoming more flexible and adaptable. Therefore, Education 4.0 is about evolving with the times, and higher educational institutions should understand the requirement for future graduates.
Undoubtedly, in order to produce more graduates who are prepared to take on the future state of employment, universities must evolve, and accept that changes to some traditional processes are inevitable.
A new approach to learning
Universities can warrant the successful preparation of their students for the 4th Industrial Revolution, if they align the teaching and learning methods with the skills that the students need in the future. One of the methods could be by encouraging accelerated remote learning, through which students learn theoretical knowledge remotely using digital means, whilst any practical skills are learnt face-to-face. This is a more flexible way of learning that requires accountability and good time management; skills that will be relied on due to the rise in the freelance economy. The move towards this way of working will also require students to learn how to adapt quickly to new situations they may face in their evolving careers.
Project-based learning highlights the importance of studying a wide set of skills that can then be applied to each scenario, as opposed to sticking to a set of skills directly linked to a specific job role.
Learning practices such as SCALE-UP has been instituted in institutions such as North Carolina State University. SCALE-UP way of learning has students sit at round tables scattered across the room, allowing the teacher to freely walk through the space and approach students if necessary. With this way of learning students are also “working out problems on laptops and whiteboards, answering real-time quiz questions, and helping each other learn.”
The approach to exams and assessments will also change from the traditional method of absorbing and relaying a vast amount of information and skills that are not necessary in the future. Instead, students will be assessed by ‘analyzing their learning journey through practical and experimental learning-based projects or field works.’ Of course, the deeper fusion of technology into teaching process is the biggest change that we will see as part of Education 4.0.
The ultimate purpose of utilizing this technology and adopting new methods is to place students at the center of the education process, “shifting the focus from teaching to learning.”
Adapting to new realities
While some higher education institutions are moving towards more personalized way of learning, some universities identify struggling students and provided optimized learning strategies to suit their needs, thro’ utilization of data and tracking student performance.
Education 4.0 embraces this advance in analytics and uses it to treat each student as an individual, understanding that everyone’s learning needs and desired outcomes will be different.
Some also talks about customizable degrees, whereby a student does not have to pick one or two subjects to study, but instead can select modules from multiple programs.
Such new approaches to program structure are likely to create more versatile, well-rounded students who can adapt themselves to various career options; which will be extremely valuable in the future.
During the time of the study, students can also look for job opportunities as to gain work experience to support themselves financially. Job opportunities would also give students the skills to work in teams; and communications in readiness for the careers ahead.
Thus, if prepared towards Education 4.0, institutions can produce more graduates who are prepared to take the employment in the future. And to this, universities must evolve and accept the changes.
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