Is Education 4.0 a Sufficient Innovative, and Disruptive Educational Trend to Promote Sustainable Open Education for Higher Education Institutions? A Review of Literature Trends
Bibliographic Data
| ID | 22165666 |
|---|---|
| Authors | Chaka (0000-0003-3558-4141, University of South Africa, corresponding author), Chaka Chaka |
| Year | 2022 |
| Volume | 7 |
| Publication date | 2022-04-28 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2022.824976 |
| OpenAlex | W4224993511 |
| Language | EN |
| Citations received | 10 |
| References cited | 40 |
The paper explored whether Education 4.0 is a sufficient innovative, and disruptive educational trend to promote sustainable open education for higher education institutions (HEIs). To investigate whether this is the case, the paper reviewed published journal articles that provide real-world, empirical applications of Education 4.0 in the higher education (HE) sector that are intended to promote and realize the United Nations’ (UN) sustainable development goals (SDGs). In particular, the paper focused on aspects of SDGs related to education (or to sustainable open education), and which had relevance to the HE sector. Three of the findings of this review study are worth mentioning. First, real-world Education 4.0 is confined to certain countries, and is more concentrated to a few countries and to a few HEIs. Second, ten sets of Education 4.0 technologies were classified as disruptive, scalable, and sustainable, and as holding the prospect to promote sustainable open higher education in accord with the UN’s SDGs. Thirdly, most of the soft-skill affordances cited (especially the twenty-first century skills cited), lend themselves well as stylized facts as they predate Education 4.0 and are, thus, not exclusive to it
Affordance · Business · Disruptive innovation · Economic growth · Economics · Education for sustainable development · Higher education · Informal education · Open Education · Pedagogy · Political science · Sociology · Stylized fact · Sustainability · Sustainable development · E-Learning and Knowledge Management · Educational Innovations and Challenges · Engineering Education and Technology · Psychology · Marketing
University 4.0 readiness in the digital age
Enhancing environmental awareness through 3 R-Based Earthcomm learning
Stylised-facts view of fourth industrial revolution technologies impacting digital learning and workplace environments
Digitally Enabled Experiential Learning Spaces for Engineering Education 4.0
Embracing Thinking Diversity in Higher Education to Achieve a Lifelong Learning Culture
Improving Learning Outcomes in Microcontroller Courses Using an Integrated STM32 Educational Laboratory
Developing Graduates for the Fourth Industrial Revolution and Oman Vision 2040
Innovation readiness for digital learning within the University 4.0 Model
Embedding employability into curriculum design
Internationalisation and digital transformation in HEIs
Industry 4.0 technologies assessment
The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions
Innovation in education
The core components of education 4.0 in higher education
Competencies in Education for Sustainable Development
Literature review as a research methodology
The Measurement of Observer Agreement for Categorical Data
Content analysis and thematic analysis
Preferred reporting items for systematic reviews and meta-analyses
Interrater Reliability in Systematic Review Methodology
| Citations per year | 2.5 |
|---|---|
| Citation span | 2022 - 2026 (5) |
| Highly cited | No |