Mapping the Fourth Industrial Revolution Global Transformations on 21st Century Education on the Context of Sustainable Development

Nordin, Norazah; Norman, Helmi

doi:10.17509/jsder.v2i1.12265

Cited by 45 publications

(26 citation statements)

References 6 publications

(6 reference statements)

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“…demanding well-rounded graduates possessing various skills, aside from portraying academic excellence (Rasalingam & Embi, 2018, p. 254). Nordin and Norman (2018) further supported the claim by stating that "graduates should be equipped for the new dynamics of the 21st-century workplace in which a wide variety of skills are needed for the ever-evolving job market" (p. 2). Therefore, a graduate must be equipped with necessary skills for their future career.…”

Section: Introductionmentioning

confidence: 95%

Augmented Reality Game (ARG), 21st century skills and ESL classroom

Rafiq

Hashim

2018

JELS

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The rapid advancement of technologies is irrefutable with the emergence of the 4th Industrial Revolution. Various industries have employed technologies in aiding their daily tasks, including the educational field. In Malaysia, the Ministry of Education proposed the integration of technology in the classroom. However, with the rising of technologies, graduates lack the soft skills and English language proficiency for the 21st-century jobs. To further curb the problem, Augmented Reality Game (ARG) is recommended for ESL classroom. Thus, this paper aims to identify the 21st-century skills enhanced through ARG and find out the benefits of ARG in English as a Second Language (ESL) learning. Based on the reviews of previous studies, it can be summed up that ARG can enhance the 21st-century skills, which are collaboration, communication, critical thinking and problem solving and at the same time, improves the English language of students. Additionally, motivation and Personal Learning Environment (PLE) are some of the contributing factors for the success of ARG. Therefore, to enhance the 21st-century skills in students, technological tools, such as ARG is deemed to be beneficial.

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Section: Introductionmentioning

confidence: 95%

Augmented Reality Game (ARG), 21st century skills and ESL classroom

Rafiq

Hashim

2018

JELS

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“…The development of critical thinking ability to master various alternatives in making conclusions and decisions as a key action that needs to be mastered in various context, experiences, and information [20]. Hierarchically, these skills can be detailed as follows: (1) distinguish between facts and values of an opinion, (2) determine the sources reliability, (3) determine the accuracy of the facts of a statement, (4) distinguish the relevant information from the irrelevant, (5) detect irregularities, (6) identify the unstated assumptions, (7) identify the unclear or vague arguments guidelines, (8) recognize the wrong and inconsistent actions, (9) distinguish between unclear or vague opinions, (8) recognize the wrong and inconsistent actions, (9) distinguish between opinions that can and cannot be justified, (10) determine the strength of arguments [21].…”

Section: Theoretical Reviewmentioning

confidence: 99%

“…From a number of changes that must be made, human resources improvement as education practitioners to develop critical thinking becomes one thing that must get attention. One of the improvements can be made by applying a learning model [7][8] [9]. Critical thinking as an element of intelligent national character must be developed in the world of schooling to universities.…”

mentioning

confidence: 99%

Development of Critical Thinking Skills Through the Citizenship Education Course in the Era of Industrial Revolution 4.0

Rafzan¹,

Budimansyah²,

Rahmat³

et al. 2020

Proceedings of the 2nd Annual Civic Education Conference (ACEC 2019)

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Critical thinking ability is one of the competencies that must be possessed by students. Critical thinking is an intellectual skill of one character that has become an issue in education in facing industrial revolution 4.0. This study aims at describing the development of students' critical thinking ability in learning Civic Education. The method of this research is descriptive-analytical with a qualitative approach. The results show that the development of critical thinking ability through Civic Education learning in the era of industrial revolution 4.0 brings better results on students' critical thinking. This shows that it has developed on the aspects of knowledge, political, law, moral values, education characters, and citizenship identity so that as young citizens have earned a result in developing a critical thinking ability. This study is expected to be able to describe critical thinking, civic education learning and industrial revolution 4.0.

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“…The skills they possess are inadequate and inappropriate for the working field, which is why employers demand better graduates in terms of 21st-century skills (Soulé & Warrick, 2015). There is no doubt that employers want their organizations to be up-to-date and can contribute to the development of the country (Nordin & Norman, 2018). In order to do so, employers need to hire well-equipped employees to adhere to the aim of producing 21st-century organizations (Rafiq & Hashim, 2018;Rasalingam & Embi, 2018).…”

Section: Lack Of 21 St -Century Skillsmentioning

confidence: 99%

Educational Theories and Issues in Human Capital Development

Rafiq¹,

Hashim²,

Wahab³

et al. 2019

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The reformation of education has moved towards the fourth industrial revolution (IR 4.0). The development of a nation focuses on the quality of education. Education is seen as a panacea to solve issues relating to human capital development. In Malaysia, human capital development is much emphasized, as a successful human capital development will gear the nation towards being a developed country. Malaysia aims to be one of the developed countries with the aspiration that the human capital will drive the aspiration to be successful. However, there are issues arousing from human capital, where education is said to be the main cause of these issues. Limited research focuses on the issues in human capital development. Thus, this paper aims to discuss the educational theories and issues related to human capital development. The macro, micro and human capital theories are among the important theories to be looked into as they help in guiding the education towards its aim. The issues related to the human capital are a lack of 21st-century skills, a decline in English language proficiency and deteriorating moral and ethical values in employees. Implications and recommendations are also provided to curb those issues. Overall, these educational issues need to be addressed and inhibited for a smooth journey towards being a developed country.

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Mapping the Fourth Industrial Revolution Global Transformations on 21st Century Education on the Context of Sustainable Development

Cited by 45 publications

References 6 publications

Augmented Reality Game (ARG), 21st century skills and ESL classroom

Augmented Reality Game (ARG), 21st century skills and ESL classroom

Development of Critical Thinking Skills Through the Citizenship Education Course in the Era of Industrial Revolution 4.0

Educational Theories and Issues in Human Capital Development

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