Components of education 4.0 in open innovation competence frameworks: Systematic review

Akimov, Nurken; Kurmanov, Nurlan; Uskelenova, Assel; Aidargaliyeva, Nazgul; Mukhiyayeva, Dinara; Rakhimova, Saule; Raimbekov, Bagdat; Utegenova, Zhuldyz

doi:10.1016/j.joitmc.2023.100037

Cited by 23 publications

(12 citation statements)

References 47 publications

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“…Efectividad de Educación 4.0, e-learning y metodología tradicional en el logro de competencias de investigación universitaria trabajadores de ponerse al día cuando no pueden asistir, observaciones que concuerdan con lo señalado en otros estudios similares (Akimov et al, 2023;Oliveira & Saraiva, 2023;Tvenge & Martinsen, 2018).…”

Section: Discussionunclassified

“…A raíz de las exigencias de la industria 4.0 en cuanto a competencias y tecnología, nace la educación 4.0 como un cambio de pensamiento en los siguientes niveles: (1) Competencias, (2) Estrategias de enseñanza y aprendizaje, (3) Tecnologías de información y comunicación (TICs) y (4) Infraestructura (Akimov et al, 2023). En la presente investigación se persigue comparar la efectividad en la aplicación de un enfoque basado en educación 4.0 con estrategias propias de la escuela tradicional y el e-learning, esto para el desarrollo de competencias estadísticas aplicables en la investigación universitaria.…”

Section: Introductionunclassified

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Efectividad de Educación 4.0, e-learning y metodología tradicional en el logro de competencias de investigación universitaria

Labori

2024

Rev. Innova Educación

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In this study, the effectiveness of three educational methodologies: Education 4.0, traditional education, and e-learning, was sought to be compared in the development of investigative and statistical competencies among university students. A quantitative-qualitative research was conducted with a sample of 96 students from the University of Aconcagua (Chile) during the period between August and December 2023. Data collection was carried out through "ad hoc" surveys designed to meet validity and reliability standards. The results indicate that the use of Education 4.0 showed a significant increase in statistical competencies, particularly in the handling of Power BI software, reaching 73.61%, contrasted with the 5.56% observed in students who only used e-learning (p<0.001). Furthermore, the evaluation of statistical competencies for research, measured on a scale from 1 to 5, where 5 represents the maximum level, obtained an average of 4.355 in the group that applied the methodology with Education 4.0, significantly surpassing the 3.429 obtained with the traditional method (p<0.05). In conclusion, the findings suggest that Education 4.0 proves to be a more effective strategy than e-learning and traditional teaching for the development of statistical and investigative competencies. These results provide solid grounds for promoting an innovative and practical approach in the comprehensive training of future professionals.

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Section: Discussionunclassified

Section: Introductionunclassified

Efectividad de Educación 4.0, e-learning y metodología tradicional en el logro de competencias de investigación universitaria

Labori

2024

Rev. Innova Educación

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“…Thus, there is abundant empirical evidence to suggest that the process of knowledge transfer between university and industry occurs through multiple channels such as personnel mobility, informal contacts, consulting relationships and joint research projects (D’Este and Patel, 2007). Akimov et al (2023) mentioned the following formats of industry involvement: curriculum development, teaching, sponsoring internships, providing scholarships, field experiences and work-integrated learning. Regarding the latter , Bata et al (2019) emphasized the significance of students’ engagement in experiential opportunities and the concept of “the right-to-fail” underscores the potential benefits of the university–industry relationship.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of university–industry partnership in Armenia: university perspective

Khachatryan,

Hakobjanyan,

Nikoghosyan

et al. 2024

JIEB

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Purpose The purpose of this study is to investigate university–industry partnerships in Armenia from the viewpoint of universities. By doing so, it contributes to the existing literature on university–industry collaboration by identifying and addressing the specific challenges that impede the establishment of successful university–industry partnerships in Armenia and other post-Soviet countries. Design/methodology/approach A comprehensive literature review was conducted to examine the barriers, benefits and institutional, functional framework of collaboration. Additionally, this study used a survey methodology to gather data from faculty managing staff members at six Armenian higher educational institutions on various aspects of university–industry collaboration as well as the perceptions and experiences of the participants. Findings The results show that the effectiveness and applicability of the university–industry collaboration channels and institutional structures in six higher educational institutions are limited. Specifically, the channels that rely on academic entrepreneurship and innovation were found to be currently unviable. Moreover, the existence of spin-offs and start-ups is notably absent. Furthermore, limited access to funding and inadequate entrepreneurial support systems pose significant barriers to developing university–industry partnerships in Armenian reality. Originality/value This study represents a pioneering effort within the context of Armenian higher educational institutions, as it is the first time a survey has been organized to specifically investigate the topic of university–industry partnerships. Before this study, there was a lack of empirical research and data collection on this topic in Armenian higher education settings. Therefore, this research holds significant originality and contributes to filling the existing gap in knowledge regarding university–industry partnerships in Armenia. The research is shedding light on a previously unexplored area and providing a valuable contribution to the field of university–industry collaboration research in Armenia and other post-Soviet countries.

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“…Dalam penyelenggaran pendidikan merupakan hal yang tidak mudah dalam lembaga pendidikan. Terbukti dalam era saat ini searah dengan kemajuan ilmu pengetahuan dan teknologi dalam dunia pendidikan menjadikan harus lebih teliti terhadap pelaksanaan pendidikan (Akimov et al, 2023). Berbagai tantangan baru bermunculan mulai dari berkembangnya internet, sosial media, dan kemajuan-kemajuan yang lain (Abdussyukur, Mursyidi, Nicolas, Syarfuni, & Muflihah, 2023).…”

Section: Pendahuluanunclassified

Supervisi dalam Pendidikan Islam: Menyempurnakan Proses Pembelajaran Menuju Kualitas Pendidikan yang Unggul

Yulianto

2024

Kharisma

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This article aims to compare classical supervision with modern supervision. The research method used is content analysis by collecting data from scientific articles, books, and other sources. The findings of this paper are as follows: Supervision is carried out for no other reason than to foster educational actors in an organization to improve the quality of learning. In the ancient, ent sense, supervision,n is the inspection and examination process. With this ancient understanding, the supervisor becomes afraid, thus making himself not open to the problems that are afflicting him. In the current era, supervision comes in a humanist form, namely as a process of coaching, directing, assisting, serving, and providing assistance, and carried out on an ongoing basis with a directed and systematic program for teachers in improving their competencies. It is necessary to reflect on several things that are the basis of supervision in the world of education so that the purpose and principle of supervision will be realized in the world of education.

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Components of education 4.0 in open innovation competence frameworks: Systematic review

Cited by 23 publications

References 47 publications

Efectividad de Educación 4.0, e-learning y metodología tradicional en el logro de competencias de investigación universitaria

Efectividad de Educación 4.0, e-learning y metodología tradicional en el logro de competencias de investigación universitaria

Development of university–industry partnership in Armenia: university perspective

Supervisi dalam Pendidikan Islam: Menyempurnakan Proses Pembelajaran Menuju Kualitas Pendidikan yang Unggul

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