Professional Standards in Engineering Education and Industry 4.0

Gorbunova, Tatiana; Papchenko, Elena V.; Баженов, Руслан Иванович; Putkina, Lidiya V.

doi:10.1109/itmqis.2018.8524922

Cited by 8 publications

(7 citation statements)

References 4 publications

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“…The final stage for diagnosis is the goal, source, means of recognition and the criterion of its truth. The problem of the formation of pedagogical diagnostic skills and their components was considered by researchers in a holistic pedagogical process (Verbitsky, 1991;Gorbunova et al, 2018); in educational activities, during the formation of sensory control and evaluation, through forecasting and modeling activities.…”

Section: Introductionmentioning

confidence: 99%

Problems of preservice teachers on technological pedagogical knowledge skills

Tugelbayeva

Eleupanovna

Tokkulova

et al. 2020

WJET

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This study aimed to determine problems of preservice teachers on technological pedagogical knowledge skills. The socio-economic transformations taking place in the country indicate the presence of a society’s need for a person who has the ability to set goals and achieve them independently. In this regard, education is faced with the task of forming the personality of the future teacher as a subject capable of diagnosing the process and results of its activities. However, the educational technologies used at the university most often alienate students from educational activities, offering ready-made goals, ways to solve them, and thereby exclude them from the diagnostic process. A change in the modern educational situation actualizes the formation problem of technological pedagogical knowledge skills in a future teacher. The article deals with the development of a scientifically-based system for preparing students for diagnostic activity, which includes theoretical and practical training at the university. The practical significance of the research results lies in the possibility of using the developed methodological recommendations in the practice of training specialists in the field of primary education. Keywords: Technological pedagogical knowledge, skills, knowledge assessment, preservice teachers, teacher education.

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Section: Introductionmentioning

confidence: 99%

Problems of preservice teachers on technological pedagogical knowledge skills

Tugelbayeva

Eleupanovna

Tokkulova

et al. 2020

WJET

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“…Generally in most industry 4.0 papers, the word "Career" was mostly prompted in the publication topics (41%), followed by the phrase "Intelligent Agents" (17%) and "Internet of Things" (17%). Areas discussed on "Career" include to operational performance level (Tortorella et al, 2020), work skills (Moldovan, 2019), professional standards (Gorbunova et al, 2018), skills development (Lambrechts and Sinha, 2018), skills requirements (Lorenz et al, 2015;Maisiri et al, 2019;Siphamandla Mthembu and Ngong Ocholla, 2018), changing role (Trevelyan, 2019), career development (Hirschi, 2018;Whysall et al, 2019), graduates preparation(Winterton and Turner, 2019), and technological unemployment (Pinto et al, 2019). Overall, most researchers were concerned about the impact of industry 4.0 towards the present and future career.…”

Section: Distribution Of Articles By Topicsmentioning

confidence: 99%

Education 4.0, Industry 4.0, Lifelong Learning: A Descriptive Literature Review

Sofiadin¹

2022

IJRP

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A new transformation of industry known as Industry 4.0 has drawn much attention among researchers and entrepreneurs. From a higher education perspective, Industry 4.0 has grown concerned about how institutions can produce graduates that are compatible with Industry 4.0. Due to the high business operation migrated to the online platforms, there is a need for graduates that have Information Technology (IT) skills, thinking skills, critical skills, and communication skills. A lack of necessary skills and knowledge of the Fourth Industrial Revolution (4IR) will lead to high unemployment among graduates. This paper aims to assess the relationship between Education 4.0 and Industry 4.0. Also, how e-learning plays a role while promoting lifelong learning. Thus, this leads to the development of the Education-Industry 4.0 Framework. A descriptive literature review on Education 4.0 and Industry 4.0 intends to identify and improve the millennial skills and knowledge. The descriptive literature identified four elements of Education 4.0, six crucial skills of millennial graduates, and seven technologies of Industry 4.0. The interrelationship between Education 4.0, millennial graduates, and Industry 4.0 was identified. Furthermore, this paper identified e-learning as a component of closing the gap between Education 4.0 and Industry 4.0. Even though there has been a lot of research on Education 4.0 and Industry 4.0, this paper aims to provide descriptive literature that provides a guideline on how Education 4.0 can produce graduates that meet the industry 4.0 requirements through e-learning to promote sustainable education.

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“…(6) Collaboration and social interaction as the main approach to skill development to introduce labor culture into the world of industry and labor in the 21st century. (7) Provides flexibility in the learning process through blended learning. This allows students to interact, collaborate, and learn remotely in class over the Internet [4].…”

Section: A Industrial Revolution 40: the Role Of Teachers And Educationmentioning

confidence: 99%

Vocational Teachers Readiness in Integration The Principles of Industrial Revolution 4.0 into The Learning Process

Amin

Mustaqim²

2021

ELINVO

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The Indonesian government has started to fix the problem of industrial change with 'Making Indonesia 4.0' as a strategy to pave the way for Indonesia to become one of the new powers in Asia. One of the steps taken is to change the education system in Vocational High Schools in Indonesia where the education system has turned into competency-based and student-oriented education since April 2018. Teachers must be highly qualified in order to produce students capable of meeting the challenges of the industry revolution 4.0. In this article, we ask the following: "What is the level of teacher readiness in integrating the principles of the industrial revolution 4.0 in the learning process?". Furthermore, this research employs a quantitative technique because data collection this study uses research instruments and its presentation is related to numbers which aim to describe the phenomenon that occurs, including teacher readiness. According to our results, Vocational High School teachers are in the category of ready to integrate the principles of industrial revolution 4.0 in the learning process which is seen from several aspects, follows: (1) Education Competence (EC), (2) Competence for Technological Commercialization (CTC), (3) Competence in Globalization (CG), 4) Competence in Future Strategies (CFS), (5) Counselor Competence (CC). The rapid development of technology can make it easier for vocational teachers to dig up information about industrial revolution 4.0. Therefore that vocational teachers are in the ready category to integrate the principles of the industrial revolution 4.0 in the learning process.

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Professional Standards in Engineering Education and Industry 4.0

Cited by 8 publications

References 4 publications

Problems of preservice teachers on technological pedagogical knowledge skills

Problems of preservice teachers on technological pedagogical knowledge skills

Education 4.0, Industry 4.0, Lifelong Learning: A Descriptive Literature Review

Vocational Teachers Readiness in Integration The Principles of Industrial Revolution 4.0 into The Learning Process

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