Assalaamu alaikum
As a faculty member of Engineering in a university, I wish to have clear idea as to how should we adapt ourselves with respect to following scenarios on the verge of 4th industrial revolution:
1. How should the subjects taught change in the domain of Electrical, Electronic, Telecommunication and Computer domain in engineering?
2. What role should industries play in developing contents of local universities?
3. How should the teaching learning methodologies evolve?
4. Should the assessment procedure remain same? Or should we move on from formative exam based assessments to project based ones?
5. How much role should industries play in the teaching learning activities of universities e.g. industrial trainings, taking interns, arranging seminars and workshops, short training courses etc.
6. How should industries use the universities in solving their novel problems through sponsoring researches in universities.
Please note that, i come from a country where university-industry collaboration is still a relatively new term. Looking for expert opinions from colleagues around the world.
Please feel free to answer any of the topics or add your own discussion outside the topics but relevant to the subject matter. Hoping to see some engaging discussion that will enlighten us all.
An intriguing and urgent question for policy-makers and educators! The following sources might provide some answers:
https://www.weforum.org/agenda/2016/01/what-role-will-education-play-in-the-fourth-industrial-revolution/
Penprase B.E. (2018) The Fourth Industrial Revolution and Higher Education. In: Gleason N. (eds) Higher Education in the Era of the Fourth Industrial Revolution. Palgrave Macmillan, Singapore. https://doi.org/10.1007/978-981-13-0194-0_9
Best wishes for all the work!
Fourth Industrial Revolution : New Elements to the Curriculum
1. The 4IR curriculum needs to respond to the political and social tensions that will accompany the accelerating pace of technological change, and to respond to the paradox of technologies that simultaneously increase democratization and centralize wealth and political influence. As described in one of the WEF reports, the political effects of the expansion and convergence of the physical, digital and biological worlds will be profound. This development will “enable citizens to engage with governments, voice their opinions, coordinate their efforts, and even circumvent the supervision of public authorities. Simultaneously, governments will gain new technological powers to increase their control over populations.
2. With the evolution of online instruction and expanding uses of AI, new guidelines are needed to provide a theoretical basis for digital pedagogy. Some have called the old models of teaching “anthropocentric humanism” and the new types of digital education “critical posthumanism.” These approaches stress that digital education is more than a purely technical concern, as online environments change the dynamics of space and time to create new learning cultures that challenge our earlier notions of social interactions and enable new perspectives on our shared humanity, independent of geographic boundaries.Such a curriculum can also help students grapple with the complex issues of relationships within online spaces and the philosophical dimensions of AIs that may approach or even surpass human intelligence. One author has created a “Cyborg Manifesto” to help explain the social reality for a cybernetic organism, which would be a “creature in a post-gender world” where divisions between nature and culture, public and private and human and non-human break down.
3. A new 4IR curriculum will need to reduce the divisions between humanities and STEM to create a more integrated system of education which can explore the newly emerging conceptions of self and identity within the 4IR, including discussions of autonomy, free will, and genetic vs. social determinism. The changing nature of social relations and interactions—social media, obligations to identity groups, society, nation and world needs to be central in the 4IR curriculum as all of these identities and loyalties are shifting rapidly due to increased globalization.
4. More than ever, higher education in the 4IR age must develop the capacity not just for analyzing and breaking a technical or scientific problem into its constituent parts, but also must emphasize the interconnections between each scientific problem across global scales and interrelations between physical, chemical, biological and economic dimensions of a problem. As one author has put it, “there is a single planetary technical system” in which globally scaled markets enable “hundreds of thousands of transactions and information exchanges take place at the speed of light within the space of a microsecond.”
Education needs to address 1) globalization and 2) specialization. There is a need to return to (or maintain) academic rigor (including a holistic liberal arts foundation for all majors) all the while connecting academics/curricula to business and government interests. In terms of pedagogy, Project/Problem Based Learning.
The goal of higher education in the 4IR era is to ensure the quality of learning via teaching, to enable learners to get the latest knowledge through exploratory research and to sustain the development of societies by means of service. ... It does, however, not degrade the educational experience but augment it.
The fourth industrial revolution will also impact the soft skills that students will need in the future. ... 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.
Very important question , It is very important to update the University curriculum to cope with fast changes in the technologies in the current era and these changes have to be big changes
Dear Prof Muhammad Mostafa Amir Faisal , you raise a critical question on Higher Education & 4IR, one of the focal points of my PhD thesis in the context of Distance Learning [1]. My reply is two-fold in terms of a) destination/outcome and b) methods. 4IR calls for high quality, deeper learning that sticks [2]. In order to reach this goal, I advocate for the broader use of active learning methods such as problem- and game-based learning [3,4] and technologies such as augmented reality (AR) and virtual reality (VR) that can be very effective in STEM fields [5,6].
[1] Mystakidis, S. (2019). Motivation Enhanced Deep and Meaningful Learning with Social Virtual Reality (University of Jyväskylä). Retrieved from https://jyx.jyu.fi/handle/123456789/66667
[2] Mystakidis, S. (2021). Deep and Meaningful E-Learning. In Encyclopedia. Retrieved from https://encyclopedia.pub/9132
Article Deep Meaningful Learning
[3] Mystakidis, S., Papantzikos, G., & Stylios, C. (2021). Virtual Reality Escape Rooms for STEM Education in Industry 4.0: Greek Teachers Perspectives. 6th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference. Preveza, Greece, 24-26 September 2021.
Conference Paper Virtual Reality Escape Rooms for STEM Education in Industry ...
[4] Mystakidis, S., & Christopoulos, A. (2022). Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education. Information, 13(3), 136. https://doi.org/10.3390/info13030136
Article Teacher Perceptions on Virtual Reality Escape Rooms for STEM Education
[5] Mystakidis, S., Christopoulos, A., & Pellas, N. (2021). A systematic mapping review of augmented reality applications to support STEM learning in higher education. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10682-1
Article A Systematic Mapping Review of Augmented Reality Application...
[6] Mystakidis, S., Berki, E., & Valtanen, J.-P. (2021). Deep and Meaningful E-Learning with Social Virtual Reality Environments in Higher Education: A Systematic Literature Review. Applied Sciences, 11(5), 2412. https://doi.org/10.3390/app11052412
Article Deep and Meaningful E-Learning with Social Virtual Reality E...
Indeed this is a very important question the curriculum should be responsive to the current era whereby survival skills are necessary so that graduants can go out and be able to survive due to high rates of unemployment and not wait to be employed
It is so tough our children have all the theory but not creative or innovative
Thesis Co-creating EDUCATION 4.0: Towards a Fulfilled Society
Thesis Ancient Wisdom and Education 4.0
Thesis How can NEP 2020 catalyze current classroom innovation pract...
Thesis Mythology as a Normative Science and an Education Paradigm
Refer MacArthurReport on Education for Sustainable Development Practice. Source: http://courses.washington.edu/pbaf531/MacArthurReport_Excerpts.pdf
Thesis Cum religio saeculo XVI fuit, scientia est saeculo XXI: A Dogma
Thesis Superpouvoir: Le Soft est le vrai Hard!
https://www.shiksha.com/mba/articles/education-for-sustainable-development-from-a-practitioner-and-public-service-perspective-blogId-20365
In short, a transdisciplinary approach shunning down disciplinary silos in which academic institutions operate currently is the need of the hour. Knowledge from all the sciences i.e., the physical sciences, the health sciences and the management sciences needs to be fused together and the social sciences need to be the action link between the wisdom gained from the sciences and the larger society to solve the complex problems that humanity faces in the 21st century. The problems that are so palpable and eminent in today's world are no natural calamities but human created evils and paradoxes. There solutions can be complex or simple depending on whether we choose to utilize our faculty of "communicative rationality" as suggested by Habermas that it is the single most powerful tool to construct a vibrant and peaceful public sphere.
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