Innovations in Teaching and Learning of the education sector under
the 4th Industrial Revolution
Abstract: The term "Industrial Revolution 4.0" (IR 4.0), first used in Germany in 2011, has
gained popularity in the modern era. Artificial intelligence is driving the fourth industrial
revolution, which will revolutionize the workplace by replacing task-based features with humancentered ones. The disciplinary gap between science and technology, as well as between the
humanities and social sciences, will shrink as a result of the convergence of man and machine in
IR 4.0. This paper focuses mainly on how IR 4.0 affects the overall education sector of both
developed and developing countries and explores the readiness of the education sector in
developing countries for 4IR. To examine the impact of IR 4.0, we mainly focused on some
related papers (Xing and Marwala, 2017) & Articles. To determine the readiness and
acceptability of 4IR in the education sector of developing countries, we focused on a paper
where semi-structured interviews with 33 important stakeholders were conducted. Results
indicate that the education sector is ill-prepared for 4IR, particularly in Africa (Oke & Fernandes,
2020). Furthermore, this study found a symbiotic relationship between the education sector and
technological advancement. The results show that the education industry has a chance to use 4IR
advances in research and instruction to improve students' experiences. However, this would
necessitate large curriculum improvements and financial outlays.
Key words: : 4th industrial revolution (4IR); industry 4.0; ; teaching and learning; Higher
education; technological innovation
Introduction: Every industrial revolution produced an educational system and methods of
instruction that fit its demands. When we go back in time, the rise of agrarian society—
characterized by human power, domesticated animals and water, and writing as a mode of
communication—was the earliest sign of human effort. Rich families sent their kids to school,
primarily for religious instruction. Most people in the population were uneducated and from lowincome families. Since the beginning of the industrial revolution, more individuals have gone to
school since more workers with technical and manageable skills were required. The true
extension of education for all classes occurred during the Second Industrial Revolution (2IR)
when school education was a necessary part of life. During the first industrial revolution (1775–
1900), human and animal labor technology evolved into machinery, such as the steam engine,
textiles, metallurgy, puddling and rolling processes for iron production, and so on. In schools,
class sizes were small (20–30 students), and teachers used blackboards (Hassan, 2022). The
second industrial revolution (1901–1961) was characterized by advances in communication,
transportation, and manufacturing.
The second industrial revolution (1901–1961) was characterized by advances in communication,
transportation, and manufacturing. A substantial number of people were attending higher
educational institutions. During the Second Industrial Revolution, higher education institutions
were co-educational, which contributed to women's expanded roles in industry and academia.
The size of classes in schools rose (from 30 to 40 kids), and teachers used both blackboards and
whiteboards (Hassan, 2022). From 1961 to 2000, the third industrial revolution (3IR) brought in
computerization, digitization, and web-based interconnectivity. There were thirty to one hundred
students in each class, and in addition to whiteboards and blackboards, the professors also used
overhead transparencies and the internet. However, all revolutions are tainted by decades of
memorizing, which was predicated on dictating knowledge between teachers and students; it was
a one-way process in which students were essentially information consumers.
The fourth industrial revolution (4IR) is defined by the convergence of the digital, biological,
and physical worlds, as well as the increased use of new technologies such as artificial
intelligence, cloud computing, robots, 3D printing, and the Internet of Things. According to a
recent survey, the most valuable abilities in the future will be those like creativity, critical
thinking, emotional intelligence, flexibility, and teamwork which are currently difficult for
robots to copy. In contrast, improvements in artificial intelligence have benefited practically
every field. Like all the other sectors, the education sector in Bangladesh has also adopted new
technologies and methods. We have witnessed the integration of AI, robotics, and automation,
replacing the traditional methods of teaching and learning. However, this has not yet been
massively included in the education system. Therefore, there is a need to redesign education in
4IR.
In the following section, first, the innovations and accomplishments in primary, intermediate,
and higher education under 4IR will be reviewed (in the context of both developed and
developing countries). Finally, the difficulties of adopting technological advancement in
developing nations under 4IR will be highlighted.
Primary & Secondary education under 4IR: Getting an education is essential for
preparing children for the workforce and giving them the mindset and abilities needed to
contribute to society as global citizens. But as the workforce shifts toward more digital and
technologically oriented fields due to the fourth industrial revolution, education must modify its
models of instruction to assist students in these transitions and make sure they are prepared for
the careers that lie ahead.
According to a recent estimate mentioned in a World Economic Forum report, "as much as
US$11.5 trillion could be added to global GDP by 2028 if countries succeed in better-preparing
learners for the needs of the future economy." - This suggests that the outdated systems currently
in use limit students' access to the skills necessary to drive a prosperous economy, posing risks to
global productivity.
The World Economic Forum defined eight "critical characteristics in learning content and
experiences" to characterize high-quality learning in the Fourth Industrial Revolution in their
report "Schools of the Future":
Global Citizenship Skills - Emphasizes global awareness, sustainability, and active participation
of students in the global community.
Innovation and Creativity Skills- Promoting the abilities needed for innovation, such as
systems analysis, creative problem-solving, analytical thinking, and complex problem-solving.
Technology Skills – Course content focuses on enhancing students' digital abilities, such as
programming, digital responsibility, and technology usage.
Interpersonal Skills –Emphasizes emotional intelligence, empathy, cooperation, negotiation,
leadership, and social awareness.
Personalized and Self-paced Learning -Transitioning from a standardized system to one that is
based on each learner's unique needs and allows for flexible progression at their speed.
Accessible and Inclusive Learning –Creating a system where all children have access to
learning, rather than limiting it to those with access to school premises.
Problem-based and Collaborative Learning - Transitioning from process-based to project- and
problem-based material promotes peer cooperation and aligns with future workplace trends.
Innovation and Creativity Skills:
The ability to adapt and be flexible has become essential to growth and value creation in the
Fourth Industrial Revolution. In an ever-changing economic context, the countries that can
quickly invent and implement new ideas, products, and processes with have a distinct
competitive advantage in the market. However, for such a flexible future economy to exist,
children must develop the abilities required to produce new ideas and convert those ideas into
viable solutions and adaptive systems. Skills like creativity, critical thinking, problem-solving,
curiosity, and systems analysis are all necessary for such innovation and will be highly valued in
the years to come. Education must prioritize active learning styles over passive ones to best help
children acquire these skills. Children's innovation skills can be developed through play since
both organized and unstructured play activities encourage children to use their innate curiosity,
learn by making mistakes, and explore innovative solutions to problems they may encounter. In
fact, active learning has become popular in Finland, New Zealand, and Estonia and these nations
view it as a crucial component of early childhood education. Digital tools like online education
and coding games can foster creativity and contextualize learning, allowing students to create
their online worlds, as demonstrated by Dassault Systèmes' SOLIDWORKS.
Collaboration between education systems and private sector companies is crucial for skill
development and innovation. The Real Play Coalition, a partnership between LEGO, National
Geographic, Unilever, Ingka Group, and UNICEF, focuses on playful learning to build creativity
and innovation skills. The Knowledge Society of Canada Founded in Toronto ,in 2016, is a
three-year extracurricular program for students aged 13 to 18, with a focus on developing
entrepreneurial and technological skills. Sessions run from September to June, alongside the
academic year, with a total weekly commitment of 10 hours.
Besides, The Green School collaborates with numerous private sector companies to support their
curriculum; for example, in 2018, they collaborated with Singapore's largest clean energy
provider, Sunseap, to support the school's student-led initiative, Operation Rain or Shine, which
aims to make the campus completely off-grid and a renewable energy model. Students at this
school demonstrated reduced stress, increased resilience, decreased distraction, higher selfesteem, and increased motivation to learn –which reflects the clear success of the model.
Furthermore, the campus itself utilizes only 10% of the energy used by other schools, despite a
40% reduction in its environmental impact reported in its most recent annual report.
TECHNOLOGY SKILLS
Technology design and programming are two of the most in-demand skills in the coming years,
which is perhaps not surprising given how much the growth of global businesses depends on
technology. To fully realize the potential of the Fourth Industrial Revolution, businesses and
global economies must support the development of these skills in the workforce of the future.
Unfortunately, studies show that public policy frameworks have not kept up with the level of
innovation that is prevalent in most economies, making it even more important that children
understand the principles of digital responsibility in addition to the hard skills of technology
design and development. This type of content shift would assist youngsters in developing
healthier relationships with technology, understanding the fundamentals of managing digital risk
and security, and raising awareness of their responsibilities as responsible makers and consumers
of technology. Tools like CodeAcademy and Code.org provide resources for teaching
programming and assist learners build proficiency in the use of digital technologies by producing
their own unique interactive stories, animations, games, music, and art.
Nationally, education ministries must play a critical role in developing technological skills. The
UAE Ministry of Education has announced the Artificial Intelligence and Robots Competition
Series, which will feature over 3,000 young people competing in national and international
robotics, programming, and technology challenges. Competitions serve as the culmination events
for over 31 educational establishments across the country that work with youngsters to improve
their technology abilities.
TEKY STEAM, founded in 2017, is the first academy in Vietnam specializing in STEAM
(Science, Technology, Engineering, Art, and Mathematics) for children aged 6-18. Since the
beginning, TEKY has opened 16 labs in five locations around the country and collaborated with
30 schools to provide 9-18-month technological courses. They have also built a "coding camp"
that allows students to engage in learning new technology skills over the vacation period, and
they are currently constructing an e-learning platform to provide their programs to children in the
more rural provinces of the region. TEKY collaborates with various education technology
partners, including Sigong Media, MIT for Scratch, Tynker, LEGO Education, RoboRobo, and
Maker Empire, to provide specialized programming that enhances their students' vital technology
abilities for the future. In addition to these lessons, the school sponsors an annual Minecraft
Hackathon, a national programming competition for over 1,000 Vietnamese students, and a
quarterly internal technology challenge.
Accelerated Work Achievement and Readiness for Employment (AWARE) is another
Indonesian project that aims to create a future-ready workforce by teaching them the skills
required to succeed in the digital economy. AWARE connects students, schools, and industry
leaders to assist young people's education through structured, work-based learning in partnership
with over 65 private sector firms, including BMW, Globe Telecom, LG Electronics, and
Schneider Electric.
Interpersonal Skills
As technology automates tasks, human-centric skills like leadership, social influence, and
emotional intelligence are becoming increasingly important for future workers, as employers
report these skills as highly demanded interpersonal skills. Studies have proven that acquiring
these non-cognitive skills at an early age can also have a lasting impact on individual children in
the long term, beyond employment, including greater earnings, better health, and fewer
likelihood of becoming engaged in crime. There are lots of projects that have taken around the
world that aim to help the community to achieve these skills.
The International Education and Resource Network (iEARN) is a Spanish non-profit
organization founded in 1988 that collaborates with over 30,000 schools and youth organizations
in more than 140 countries to create a global community of learners who engage in cross-cultural
exchange and collaborate on service-learning projects via an online network.
Finland's educational system is among the greatest in the world, and South Tapiola High School
(ETIS), established in 1958, is regarded as one of the best in the nation. South Tapiola High
School's curriculum emphasizes fostering teamwork and interpersonal skills through real-world
application, and its Young Entrepreneurship Programme requires pupils to work in groups to
design and build their businesses over a year. These groups then participate in nationwide
competitions against other student entrepreneurs.
PERSONALISED AND SELF-PACED LEARNING
Children today are growing up in a world of abundant choice and personalized experiences as a
result of new technologies, and while there are many debates about the ethics of children's
technology use, it is clear that personalization is a concept that is rapidly becoming an
expectation and reality. Over two years, a study has demonstrated that using more individualized
approaches, such as creating individualized learning journeys, skill-mastery-based progression,
and flexible learning settings, significantly improved students' reading and arithmetic
performance. There are many ways to provide children with personalized education. One way is
to lower class sizes so that teachers can give more individualized feedback to their students.
However, this is also a somewhat unrealistic approach because there are currently huge gaps in
the teaching workforce, making it impossible to staff numerous small classes.
One of the biggest non-governmental organizations in India, Pratham was founded in 1995 to
enhance Indian education by assisting schools in their work. In 2015, they introduced their
digital project, the Hybrid Learning Programme, a community-driven educational strategy that
benefits over 90,000 kids in 1,000 villages nationwide between the ages of 10 and 14.
Pratham's Hybrid Learning Programme focuses on village education and children's natural
learning curiosity. It creates physical learning environments, raises awareness of education
status, and provides digital infrastructure and play-based content. No teachers are involved,
allowing student group-led activities. Pratham uses technologies like speech-to-text, privatesector partners, and NGOs to deliver resources. It also provides tablets for families to work on
activities with their children and makes them available offline in case of unstable internet
connections. The program aims to support children's learning and promote their natural learning
curiosity.
Anji Play, an early childhood curriculum, established in 2002 in China, focuses on learning
through play and has been implemented in over 100 public schools in China and the United
States, Europe, and Africa. The curriculum encourages children to dedicate 90 minutes a day to
outdoor play using materials like ladders, buckets, and climbing cubes. Adults support the
learning journey by observing interactions and problem-solving.
ACCESSIBLE AND INCLUSIVE LEARNING
Despite the growth of public education, many children worldwide still lack access to education,
with 258 million out of school today. The standard approach may also limit access for 93-150
million children with disabilities. To address this, education must shift towards more accessible
and inclusive learning methods. This includes incorporating new learning styles, such as visual,
audial, tactile, and kina esthetic methods, weighted accessories, and tactile stimulants.
Technology can also be beneficial, such as text-to-speech and digital courseware, to provide
education to visually impaired students and virtual labs to provide accessible experiences.
Prospect Charter School addresses New York City's racially and economically segregated public
school system by creating a diverse learning environment. Serving around 1,500 students across
four primary and secondary schools, the model aims to foster innovation and creativity.
LIFE LONG AND STUDENT-DRIVEN LEARNING
According to one study, to stay up with the changing world of work, everyone will require an
additional 101 days of learning in the coming years. Traditional education systems are meant to
limit learning as people age, but a new system of lifelong learning is required to manage future
job changes. To create a love of learning in children, schools should prioritize studying for its
own sake over achieving reward or achievement in standardized testing. Schools can provide
students with numerous ways to demonstrate their learning, such as speeches, artwork, films, or
writings. Digital courseware can also promote learner-driven methods by allowing students to
select their material and interact with it more freely. Governments can contribute to this trend by
implementing standardized assessments, as seen in Finland.
Higher education under IR:
Higher Education (HE) forms an integral part of the 4IR, and HE4.0 (as it is occasionally
referred to) will no doubt transform the education system for the better (Xing and Marwala,
2017). To adapt to the Fourth Industrial Revolution, an effective educational strategy should
follow the Third Industrial Revolution's hybrid approach to instruction and make materials
available on demand, even outside of regular hours.
Wearables Assisted Teaching, Learning, and Training
The increasing number of wearable devices indicates a potential for technology to revolutionize
education and learning. Numerical simulations, such as finite element analysis (FEA), are
essential tools for engineers to analyze and predict real-world physical systems((Marwala et al.,
2017; Marwala, 2012; Marwala, 2010). In the 4th industrial revolution, cyber-physical systems
become a norm, making numerical simulations crucial for education and practical applications.
However, these simulations often involve computers, limiting human perception of physical
characteristics like scale, context, spatial qualities, and materials. Augmented reality (AR)
wearable technologies can enhance user interaction with the physical world, creating a virtual
laboratory. AR can supplement reality by superimposing computer-generated information over
the physical context in real-time, facilitating results exploration and interpretation. Therefore,
educational institutions must act now to realize the potential of wearables in education.
Embrace massive open online courses (MOOCs)
Technology innovation is revolutionizing higher education with Massive Open Online Courses
(MOOCs). MOOCs are a form of education that provides stand-alone instruction online (Xing,
2015). It facilitates universities by reducing costs due to physical proximity requirements and
productivity limitations. Enrolling more students is expensive due to the need for physical
proximity and the limited number of students that can fit into lecture venues and exam-marking
rosters. By working differently, MOOCs can eliminate these obstacles and provide an advantage
for teaching extra students.
Cultivating Innovative Talent
Most emerging or underdeveloped countries lack innovative talent, particularly at the higher
levels. To fully capitalize on the opportunity of the next wave of industrialization, a country's
higher education system should not only focus on teaching knowledge-based skilled workers but
also on developing inventive talent, particularly high-level scientists and technicians. These
scientists must be trained in an interdisciplinary atmosphere in which technologists understand
the humanities and social sciences, and vice versa. Ahmed et al. (2019) investigated 200
undergraduates' readiness for 4th IR at the University Tun Hussein Onn(UTHM ) in Malaysia.
The findings revealed that most students were ready to apply the technical skills required in the
4th IR era. Administrative tasks such as grading, the collection and analysis of historical data,
student administration, and feedback could benefit from the adoption of several machine learning
paradigms.
Generalize Blended Learning
According to the International Society for Technology in Education (ISTE), blended learning,
often referred to as hybrid learning, is an instructional approach that combines digital or online
learning materials and activities with traditional face-to-face classroom methods. In the article,
"Blending Traditional Learning with Online Learning in Teacher Education" Dr. Ranjana Bhatia
counted the following advantages of blended learning: 1. Greater efficiencies with group sizes; 2.
Support professional/work-based skills development; 3. Flexible study, with learning ondemand, anytime or anywhere, to meet learners' needs wherever they want; 4. Wide access to
digital resources, shared tools, and information systems. According to Graham (2006), three
main reasons why blended learning is recommended: a) Boosting the effectiveness of education;
b) Increased access and convenience; c) Greater cost-effectiveness.
Present Challenges to Adopt 4IR:
There is not much question regarding the contributions of 4IR to the education sector, including
recruitment, teaching, and learning, given its effect in other sectors, particularly the industrial
and service industries. However, in the case of developing countries, the new IR is still in its
infancy. It would take a significant amount of time and effort before Industry 4.0 could be fully
implemented. Developing countries must develop strategies to adopt the 4th IR. According to a
study carried out for Bangladesh (Islam et al. 2018), Bangladesh is lagging in adopting the 4th
IR. Another study finds that the education sector, especially in Africa, is unprepared for 4IR,
although there are indications of opportunities to harness the potential of the much-anticipated
4IR (Oke & Fernandes, 2020). Participant 9 of this (Oke & Fernandes, 2020) study expresses
that "leaders in the education sector are ill-prepared for the opportunities, values, and challenges
of the 4th industrial revolution and its Internet of things components. The education sector
should be restructured and transformed in such a way to adapt to the disruption that may be
associated with the 4th industrial revolution." Participant 21 states that "the current school
curriculum does not offer the skills or opportunities to engage 100% in the 4IR. Most of the
facilitators, lecturers, teachers, tutors, mentors, and coaches did not yet receive any kind of
information, training, or workshop on the opportunities, challenges, and changes due to the 4IR."
The challenges considered are:
 Lack of government support
 Lack of knowledge
 poor infrastructure
 Availability of cheap labor
 Expensive installation of technologies
Infrastructure: Some developing countries lack even basic infrastructure. They even lack
internet access, which is a stumbling block on the path to 4th IR.
Lack of trained and skilled workforce: Due to inadequate training and awareness-building
programs in Industry 4.0 technologies, developing countries are still in their infancy.
Scalability: The issue of scalability arises in developing countries due to a lack of
implementation of leading industry 4.0 systems.
Funding: Establishing new technology-based firms needs capital. The fluidity of capital is a
main issue for developing countries. It is important for those countries not to lag and to take
steps to take advantage of the revolution.
Conclusion: The first three industrial revolutions demonstrated the significant changes in
education, the economy, and society that led to the creation of new educational institutions and a
proliferation of innovative curricula. The curriculum in higher education needs to be drastically
rethought in light of the effects of the emerging 4IR technology, both in terms of the economy
and the environment, and to enable students to fully understand the individual technologies as
well as to thoughtfully analyze and forecast the evolution of networked systems of technology,
the environment, and sociopolitical systems. To benefit from the 4th IR in the education sector of
developing countries, practical limitations of instructor workload as well as limited availability
of quality personnel must be overcome. The 4th IR is changing every aspect of our lives. It is
transforming the world into a connected, augmented marketplace of ideas. So it is a must that a
new generation of trained and capable instructors play their part in transforming education
institutes through a multi-disciplinary approach.
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