Education 4.0: Exploring the Potential of Disruptive Technologies in Transforming Learning

Singh, Kiran Deep; Singh, Prabhdeep; Kaur, Gaganpreet; Khullar, Vikas; Chhabra, Rishu; Tripathi, Vikas

doi:10.1109/cises58720.2023.10183547

Cited by 1 publication

(2 citation statements)

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“…Therefore, it is necessary to enhance women's technological skills and provide them with technological education (Ahmad et al, 2019). In this context, the significance of women's education and digital literacy becomes evident to eliminate the persisting digital gender gaps (Singh et al, 2023).…”

Section: Discussionmentioning

confidence: 99%

“…As a result of the social complexity brought about by the development of 21st-century technologies and the emergence of Education 4.0, characterized by disruptive practices such as artificial intelligence, machine learning, and algorithm application (Chaka, 2020), the gaps in the equitable use of technology have also widened (Singh et al, 2023). This has led to an increase in the digital divide, negatively affecting people's access to emerging job markets and innovative learning opportunities, as well as limiting access, use, and appropriation of complex learning environments based on augmented reality, virtual reality, data analytics, and blockchain among others (Miranda et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

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Gender digital divide in education 4.0: A systematic literature review of factors and strategies for inclusion

Peláez‐Sánchez,

George Reyes,

Glasserman‐Morales

2023

Future in Educational Research

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The gender digital divide (GDD) is a phenomenon that refers to the inequalities and differences between men and women in accessing the digital ecosystem in various environments, such as the scenarios of Education 4.0. Bridging the GDD in access, use, and appropriation of technologies would promote the digital inclusion in spaces traditionally dominated by men. A systematic literature review was conducted using seven databases, considering Scopus and Web of Science. Through this, the factors with the most significant impact on the widening of this type of gap were identified. The findings suggest that the elements that limit the GDD are (a) access and use of technologies, (b) social barriers, and (c) gender stereotypes and roles. On the other hand, factors that need to be considered for the digital inclusion of women were identified as follows: (a) the mode of interaction with technologies, (b) digital competencies in Education 4.0, (c) the mode of technology‐mediated teaching and learning, (d) digital competencies in the workplace, and (e) digital participation. It is concluded that more digital inclusion strategies are needed to reduce the GDD, thus requiring greater participation from society and universities to achieve digital equity.

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Section: Discussionmentioning

confidence: 99%