Challenges for Logistics Education in Industry 4.0

Wróbel-Lachowska, Magdalena; Polak-Sopińska, Aleksandra; Wiśniewski, Zbigniew

doi:10.1007/978-3-319-93882-0_32

Cited by 8 publications

(10 citation statements)

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“…Contrary to many studies on 4IR, Kamal et al [31] designed and proposed a STEM education curriculum to enhance skills and knowledge in IoTs and blockchain technology. However, many available studies (see [17,21,[32][33][34]) on technology innovations are discipline-specific and focus on computer technology, and no known research has explored the perceptions of the education sector, especially in Africa, in integrating 4IR, beyond the mundane use of a computer, into teaching and learning process. Considering that 4IR involves an aggregate of many innovations, beyond the experience of the last three industrial revolutions, and requiring innovative process models of technology-based learning with new strategic approaches [6,7], this study is designed to uncover the utility of 4IR and its acceptance in the education sector by exploring the following fundamental research questions:…”

Section: Research Questionsmentioning

confidence: 99%

Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR)

Oke

Fernandes

2020

Journal of Open Innovation: Technology, Market, and Complexity

301

158

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Business operations are undergoing drastic changes due to the disruptive effects of technology innovations; however, there is insufficient knowledge regarding the acceptability and consequences of the fourth industrial revolution (4IR) in the education sector. Using the Unified Theory of Acceptance and Use of Technology (UTAUT), this study explores the readiness of the education sector for 4IR. We adopted face-to-face semi-structured interviews to explore the views of 33 key stakeholders in the education sector, to understand the readiness and acceptability of 4IR in the sector. Findings show that the education sector, especially in Africa, is unprepared for 4IR, although there are indications for opportunities to harness the potential of the much-anticipated 4IR. Moreover, our study demonstrates a mutual symbiotic relationship between the education sector and technology innovations. The findings show that 4IR can facilitate students’ learning experience and transforms the workplace, although there is a need to assess the learning environment, to understand the facilitators and barriers to 4IR diffusion. The findings indicate the opportunity for the education sector to harness the innovations associated with 4IR through research and teaching to enhance learners’ experience; however, this may require a significant improvement in education curricula, as well as investments. The findings contribute to the theory and practice of technology in education and the limited literature on 4IR in the education sector, particularly in Africa.

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Section: Research Questionsmentioning

confidence: 99%

Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR)

Oke

Fernandes

2020

Journal of Open Innovation: Technology, Market, and Complexity

301

158

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“…However, the ideas following from Industry 4.0. are typical components of Education 4.0, the set of which is not closed. They include (Wrobel-Lachowska, et. al., 2019;Salomon, 2019;Ciolacu, Tehrani, Binder, Svasta, 2018):…”

Section: Education 40 -Practical Solutions At Schoolmentioning

confidence: 99%

“…Advanced Robots and Co-robots (cobots) -robots that cooperate and interact physically with people in the areas of their operation (Wrobel-Lachowska, et. al., 2019).…”

Section: Education 40 -Practical Solutions At Schoolmentioning

confidence: 99%

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From Education 1.0 to Education 4.0 - Challenges for the Contemporary School

Huk¹

2021

tner

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The rapid pace of digital media development implies social and cultural changes. The role of the school is to prepare the human being for the world dominated by these changes. Education 4.0 is one of the concepts for the comprehensive development of the human being. The first part of the article presents the chronology of changes in education in relation to the evolving digital media. Hence, the source of the changes and the subsequent stages of the concept from Education 1.0 to Education 3.0 are described. The second part of the article describes Education 4.0 and its components, the implementation of which in the learning and teaching process is a challenge for the contemporary school. The components described include: -Internet of Things, -the Cloud Computing, -Big Data analytics, -Autonomous Process Organisation, -Augmented Reality, -Horizontal and Vertical Integration, -Advanced Robots and Co-robots. The practical considerations on Education 4.0 follow from the reflections presented by a primary school headmaster who is also an academic staff member.

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“…Human role within the company changes and transition can only be done successfully with proper education [8]. The applied technologies include interconnected IoT (Internet of Things), collaboration of services and people, better communication standards, decentralized decision, applications of Cyber Physical Systems (CPS), Augmented Reality (AR), Artificial Intelligence (AI), information transparency with cyber security, Big Data Analysis, advanced robots, additive manufacturing, sensors and digital twin simulation models [9].…”

Section: Literature Review Industrial Revolution 40 and The Impact Omentioning

confidence: 99%

The Role of Higher Education Institutions in Improving the Quality of the Graduates: Universities towards Industrial Revolution 4.0

Sh¹

2019

SARJBM

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This study employed a phenomenological approach of a qualitative research design. For this study, the researcher interviewed Human Resources Department leaders in national private companies in Jakarta and foreign companies or international bodies to gain information about the quality of university graduates in Indonesia.The researcher also interviewed chancellors of private tertiary institutions to gather information about what efforts the university is making in order to prepare qualified scholars to fit the demands of IR 4.0. In order to make this research more objective, the researcher also interviewed students from private tertiary institutions to explore information about their experiences in attending university and whether there were special courses or programs given by the university in order to improve student competency. The research proved that higher education instituition plays a significant role in improving the quality of the university graduates in facing the Industrial Revolution 4.0. Further analysis indicated that there was a gap between higher education outcomes and the demands of competence in the world of work. There are still universities which haven't implemented the program even though the curriculum has been modified and up to the present time, most of universities are still prioritizing hard skills compared to the students' soft skill. This study provides insights on the importance of higher institutions institutions to improve the quality of the graduates to face the Industrial Revolution 4.0, discusses the advantages and disadvantages of having and not having soft skills competencies in the global era and offers recommendations for future research.

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Challenges for Logistics Education in Industry 4.0

Cited by 8 publications

References 1 publication

Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR)

Innovations in Teaching and Learning: Exploring the Perceptions of the Education Sector on the 4th Industrial Revolution (4IR)

From Education 1.0 to Education 4.0 - Challenges for the Contemporary School

The Role of Higher Education Institutions in Improving the Quality of the Graduates: Universities towards Industrial Revolution 4.0

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