Students’ perception to integrate education 4.0 in Science program

Siti Hajar Halili; Shukri Sulaiman

doi:10.4995/muse.2021.14768

Authors

Siti Hajar Halili University of Malaya https://orcid.org/0000-0003-0993-1293
Shukri Sulaiman Universiti Sains Malaysia https://orcid.org/0000-0002-4869-2267

DOI:

https://doi.org/10.4995/muse.2021.14768

Keywords:

Industrial revolution 4.0, Science program, technological advancement, digital skills, students

Abstract

This study aims to explore students’ perception of integrating education 4.0 in the Science program. The technology acceptance model was used to determine students’ understanding of integrating education 4.0 focusing on the Science program. This research was conducted using a qualitative approach. The interview was used to collect the data. Five respondents among Science students were interviewed. They were undergraduate students pursue study in a science education program. The finding of the interview result showed that students had positive responses in integrating education 4.0 for technological sustainable development. The results of the study showed that students had a positive understanding of the three aspects namely, readiness in integrating education 4.0 for the Science program, the impact of technology facilities, and enhancing digital skills for employability. We recommend further research to evaluate the preparation or readiness of students to integrate training using technology 4.0. Based on the results, further research is proposed to take into account new education skills among Science students in line with the industrial revolution 4.0.

Downloads

Download data is not yet available.

References

Afolabi, A.A. (2015). Availability of online learning tools and the readiness of teachers and students towards it in Adenkule Ajasin University, Akungba-Akoko, Ondo State, Nigeria. Procedia – Social and Behavioral Sciences, 176, 610-615. https://doi.org/10.1016/j.sbspro.2015.01.517

Ahmad, J. (2012). Can a university act as a corporate social responsibility (CSR) driver? An analysis. Social Responsibility Journal, 8(1), 77-86. https://doi.org/10.1108/17471111211196584

Ali, W. (2016). Nursing students’ readiness for e-learning experience. Gynecology & Obstetrics. 6. https://doi.org/10.4172/2161-0932.1000388.

Anthony, D.C. (2003). The critical role of higher education in creating a sustainable future. Planning for higher education, 15-22.

Anuar, R., Wan Zakaria, W.Z., Md Noor, H. & Othman, N. F. (2016). TPACK in VAE: A study on students’ readiness to use e-learning in the teaching and learning of visual art education. In C.Y. Fook et.al (Eds.), Proceedings of the 7th International Conference on University Learning and Teaching (InCULT 2014) (pp.811-822). Singapore: Springer Science + Business Media Singapore. https://doi.org/10.1007/978-981-287-664-5_64

Beaumont, E., Gedye, S., & Richardson, S. (2016). ‘Am I employable?’: Understanding students’ employability confidence and their perceived barriers to gaining employment. Journal of Hospitality, Leisure, Sport & Tourism Education, 19, 1–9. https://doi.org/10.1016/j.jhlste.2016.06.001

Blaschke, L. M. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. International Review of Research in Open and Distance Learning, 13(1), 56-71. https://doi.org/10.19173/irrodl.v13i1.1076

Bridgstock, R. (2009). The graduate attributes we’ve overlooked: Enhancing graduate employability through career management skills. Higher Education Research & Development, 28(1), 31–44. https://doi.org/10.1080/07294360802444347

Casasus, E.T., Ivars, E.A., & Lopez, R.M.I. (2018). Present and future of the e-learning in economics schools and faculties. Multidisciplinary Journal for Education, Social and Technological Sciences, 5(1), 44-64. https://doi.org/10.4995/muse.2018.9777.

Centre for Teaching Excellence & Academic Quality. (2017). Criteria for Academic Program 4.0. http://www.ums.edu.my/ppsav2/index.php/ms/muat-turun/kriteria-untuk-program-akademik-4-0

Contreras, J.O. & Hilles, S.M.S. (2015). Assesment in e-learning environment readiness of teaching staff, administrators and students of Faculty of Nursing-Benghazi University. International Journal of the Computer, the Internet and Management, 23(1), 53-58.

Dacre Pool, L., Qualter, P., & J. Sewell, P. (2014). Exploring the factor structure of the CareerEDGE employability development profile. Education & Training, 56(4), 303–313. https://doi.org/10.1108/ET-01-2013-0009

Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology, MIS Quarterly, 13(3), 319–340. https://doi.org/10.2307/249008

Deanna, Z. (2016). Connecting the 4Cs of 21st century education (with a 5th C!). https://www.linkedin.com/pulse/connecting-4cs-21st-century-education-5th-c-deanna-zaucha

Dzulkifli Abdul Razak. (2017). 4th industry revolution: Can I technology. https://www.majalahsains.com/revolusi-industri-ke-4-mampukah-menginsankan-teknologi/

Halili, S.H. (2019). Technological advancements in education 4.0. The Online Journal of Distance Education and e-Learning, 7(10), 63-69.

Jennie, C. S., Marian, E.H., Mikael, R., Amanda, C.G. & Roland, S. (2008). Higher education as a change agent for sustainability in different cultures and contexts. International Journal of Sustainability in Higher Education, 9(3), 317-338. https://doi.org/10.1108/14676370810885916

John, B., & Cedric, C. (2004). The sustainability curriculum: The challenge for higher education. London.

Kajornboon, A. B. (2004). Creating Useful Knowledge: A Case Study of Policy Development in E-learning at Chulalongkorn University Language Institute. (Dissertation). Australia.

Klaus, S. (2017). The fourth industrial revolution. London.

Kubilay, K., & Ozden, T. (2012). Challenges for Science Education. Procedia - Social and Behavioral Sciences, 51(2012), 763 – 771. https://doi.org/10.1016/j.sbspro.2012.08.237

Lorna, K. (2016). Pedagogy and Technology: Integrating 5C’s of 21st Century education. http://fishtreeblog.tumblr.com/post/112037114985/pedagogy-and-technology-integrating-the-5-cs-of

Malaysia Ministry of Higher Education Malaysia. (2018). Framing Malaysian higher education 4.0: Future-proof talents. Putrajaya.

Malaysian Qualifications Agency. (2018). Code of practice for Open and Distance Learning, The Standards Division, Malaysian Qualifications Agency, 1-34.

Miller, B. (2015). The 6 C’s squared version of learning skills for the twenty-first century. http://flipped4science.blogspot.my/p/the-6-cs-of-education-for-future-during.html

Moore, R. K. (2012). A Bayesian explanation of the ‘Uncanny Valley’ effect and related psychological phenomena. Nature Scientific Reports, 2,10-23. https://doi.org/10.1038/srep00864

Ng, S.B. (2014). Malaysian school Science education: Challenges and the way forward. http://research.utar.edu.my/SoSE2014/1.Challenges%20and%20issues%20in%20science%20education.pdf

Othman, R., & Othman, R. (2014). Higher education institutions and social performance: Evidence from public and private universities. International Journal of Business and Society, 15(1), 1-18.

Pai, F., & Huang, K. (2011). Applying the Technology Acceptance Model to the introduction of healthcare information systems. Technological Forecasting and Social Change, 78(4), 650-660. https://doi.org/10.1016/j.techfore.2010.11.007

Park, N. (2009). User acceptance of e-learning in higher education: An application of Technology Acceptance Model. Paper presented at the Annual meeting of the International Communication Association, New York.

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). London.

Penaloza, F., J.L., & Vargas, P.C. (2017). Big-data and the challenges for statistical inference and economics teaching and learning. Multidisciplinary Journal for Education, Social and Technological Sciences, 4(1), 64-87. https://doi.org/10.4995/muse.2017.6350

Rose, A. (2016). STEM pedagogical approach for primary Science teachers’ through early Engineering training program. http://eprints.um.edu.my/16793/1/0001.pdf

Suguneswary, R. (2014). Teachers’ acceptance of using information communication and technology in teaching Tamil language in a primary school, Master thesis, University Malaya.

Swaim, J. A., Maloni, M. J., Napshin, S. A., & Henley, A. B. (2014). Influences on student intention and behaviour toward environmental sustainability. Journal of Business Ethics, 124(3), 465-484. https://doi.org/10.1007/s10551-013-1883-z

Thi, T. H. T., Ronald, S. L., & Kylie, S. (2018). The Importance of Developing Soft Skill Sets for the Employability of Business Graduates in Vietnam: A Field Study on Selected Business Employers. Journal of Education and Culture Studies, 2(1), 32-45. https://doi.org/10.22158/jecs.v2n1p32

Thomas, W., & Gerold, W, L. (2016). Academic education 4.0: University of Applied Science Upper Austria (Austria) International Conference on Education and New Developments 2016 Conference: Conference: END 2016 International Conference on Education and New Developments, At Ljubljana, 155-159.

Track, D. (2017). Preparing sports graduates for employment: Satisfying employers expectations. Higher Education, Skills and Work-Based Learning, 7(4), 354-368. https://doi.org/10.1108/HESWBL-02-2017-0017

Tracy, S.J. (2013). Qualitative Research Method: Collecting evidence, crafting analysis, communicating impact. United Kingdom.

Ulrike, S.F. (2018). The need for digital and soft skills in the Romanian business service industry. Management & Marketing. Challenges for the Knowledge Society. 13(1), 831-847. https://doi.org/10.2478/mmcks-2018-008

Vasja, R., Maja, M., & Alojz, K. (2016). A Complex View of Industry 4.0. https://doi.org/10.1177/2158244016653987