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This study aims to evaluate the opportunities and limitations of switching from conventional, face-to-face education to online, asynchronous education made possible by the Fourth Industrial Revolution's technology. This transition has been considerably expedited in several nations by the COVID-19 epidemic. Desktop analysis was used to conduct the research, along with non-intrusive approaches, including documentary analysis and conceptual analysis, and reliable sources were consulted. The research findings identified several barriers to the broad implementation of the Fourth Industrial Revolution asynchronous online education in emerging nations to address COVID-19's effects and keep the needs of the revolution. Among these challenges are poverty and inequality, power shortages, a lack of knowledge, restricted access to technology and the internet in rural areas, and a clear national policy. Despite these difficulties, institutions can increase access to top-notch education by establishing themselves as centres of excellence and innovation through online learning. Therefore, for the infrastructure required to enable the widespread use of asynchronous education, the education sector in emerging nations requires additional resources. Therefore, the study recommends that educational institutions in emerging markets prioritize investments in digital infrastructure and training. This will enable a smoother transition to asynchronous online education. Additionally, policymakers should develop comprehensive strategies that address the digital divide, ensuring equitable access to technology and the Internet, especially in rural and underserved areas. Collaboration between governments, educational institutions, and private sectors is essential for the effective implementation of 4IR technologies in education.

The Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a threat to jobs and conventional methods of performing certain activities. As a result, concerns over the preparation of the South African educational systems for the 4IR have been raised. Many industries still lack an advanced understanding of the 4IR, but the concept is already gaining ground in various economic areas. Thus, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to examine how the 4IR techniques were applied in South African Higher Education Institutions (HEIs) to advance the growth and development of teaching and learning by this noticeable knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African HEIs, this study used a systematic literature review (SLR) methodology. A search procedure, research keywords, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. Twenty-one documents were retained after selecting them according to their theme and outline objectives. This study found that some South African HEIs have successfully adopted 4IR virtual and contact instruction technologies. The research further found that academics and support staff utilized various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the Internet of Things (IoT), with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study presented recommendations that academics can use to ensure that the 4IR is effectively integrated to support the expansion and improvement of teaching and learning in HEIs. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in HEIs.

Choice of career is one of the most important decisions that everyone makes in life. This choice in most cases determines placement in the workplace. The determinants of the choices students make career-wise include parents, peers, passion and perceived prospects among others. The choice of career made by individuals have long-term implications on their employability status most especially in the Fourth Industrial Revolution (4IR) which aims at raising global income levels and improve the quality of life for populations around the world through applied science and technology. The descriptive survey research design was adopted for the study. The multi-stage sampling procedure was used. A purposive sampling technique was used to select five faculties out of the existing thirteen faculties at Obafemi Awolowo University, Ile-Ife, Nigeria. Five hundred (500) undergraduates were selected across the five selected faculties using simple random sampling technique with 100 students selected from each faculty. Descriptive and Inferential statistics were used to analyse the data collected for the study. The study found out that parental values and expectations has significant influence on the career choice of students and that career choice in turn has significant relationship with their employability prospects. The paper recommended among others the need for students to be allowed to make their career choices based on interest and ability with proper guidance by parents and surrogate parents.

Background: In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners' access to reading materials and reading motivation. Objectives: The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners' motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms. Method: Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data. Results: In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners' low motivation and limited access to reading platforms. Conclusion: The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education. Contribution: The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners' inclusion in the 4IR literacy pedagogy evolution.

The discourse that revolves around the Fourth Industrial Revolution in Vietnam has witnessed participation from policy makers, business circles, and academics. This study sought to explore the future of Vietnamese workforce's awareness and competencies in meeting labour market needs in the Fourth Industrial Revolution. To capture these awareness and competencies, the study used the mixed method. Questionnaires were initially conducted with 800 third- and fourth-year students who were studying in four fields: social sciences and humanities, science and technology, natural sciences, and finance and banking in public and private universities in Ho Chi Minh City. Thirty lecturers and managers from private and state-owned enterprises were then invited to participate in interviews to gain a multidimensional perspective. Analyses showed the large proportion of students had heard of the Fourth Industrial Revolution primarily from the media, which led to a difference in both awareness and behaviour towards the Fourth Industrial Revolution. The survey students had a positive outlook on employment trends, but felt doubtful and diffident about job-seeking after graduation. From a multidimensional perspective, the study also pointed out obsolete knowledge, traditional teaching, and the shortage of connection between universities and enterprises. The present study provided significant implications for higher educational institutions in the development of future training programmes to prepare the future workforce for the digital economy.

Implementation of the practices of the Fourth Industrial Revolution (4IR) is currently a trendy topic worldwide since various interruptions are expected. Education is considered as a major tool to equip people with the necessary kills to be prepared for the Fourth Industrial Revolution (4IR). Botswana's education system was ranked among the top ten on the African continent. Hence, this study explored the 4IR and education in Botswana, using a scoping review. The literature was analysed and presented, using themes. The findings showed that factors such as curriculum issues, lack of electricity in rural areas, amongst others are stumbling blocks in Botswana's way as it continues to prepare itself for the 4IR through education. Also, there is limited scholarly work on education and the 4IR, specifically from the perspective of Botswana. Hence, research into current practices in the education sector and institutions of learning in Botswana was recommended.

Literature has been an imitator of life for generations on this earth, this literature has voiced the voiceless. Recent contemporary and postmodern literary theories have catered to burgeoning notions of logic that go beyond human survival on the planet. Science fiction is a genre of fiction that encompasses imaginative concepts like futuristic scientific-technological settings, faster than light, past and future spatial time travel, the existence of parallel universes and extraterrestrial life etc. An outbreak of Coronavirus Disease 2019 (COVID-19) caused by a novel acute respiratory syndrome of coronavirus 2 (SARS-CoV-2) occurred in Wuhan City, Hubei Province, China. The outbreak was declared as a public health emergency of international concern by the World Health Organization on 30 January 2020. During this crisis, literature also plays an important role and apocalyptic literature has shown the disastrous consequences if humans didn't stop their behaviour and attitude towards the world. This research project aims to take literature out of the realm of imagination and present the harsh realities of culture. This study revealed how literature represents the truth of the world that science is learning every day, and how certain inventions can have harmful effects if they are not halted in time. This research analysed the novel "Oryx and Crake" in the light of the COVID-19 pandemic and pointed a convincing glimpse of the future. Snowman (protagonist), known as Jimmy before humanity was overrun by science, is trying to live in a world where he might be the last human Snowman tells the tale of how Crake's scientific ambitions contributed to the abolition of human civilization. The researcher emphasizes how the reel depicts reality and how people are to blame for the degradation of their world.

This paper proposes an original synthesis of teleological aims and priorities of Christian colleges and universities. Based on historical trends and trajectories, I provide a typology of ages based on the purpose of college education and the subsequent views of human personhood: the age of faith, the age of reason, the age of industrialization, and the age of feeling. Each age emphasizes a particular view of personhood and a corresponding view of human flourishing. The paper concludes with an argument for an Augustinian anthropology and purpose. Opposed to the previous models of personhood and flourishing, Augustine and his successors posit that human beings exist fundamentally as lovers, with the heart or soul as central to biblical anthropology and epistemology, and the flourishing life as the double-love of God and neighbor in God.

An undergraduate course in development economics presents an ideal opportunity to introduce students to the importance of gender differences in economic outcomes. The authors of this article argue that a systematic integration of gender into development economics courses based on standard textbooks is feasible and desirable. They provide a gendered narrative of how to engender a development economics course in the Global North using as examples topics that are commonly taught and show how gender-aware scholarly articles, classroom activities, and assignments can complement a course based on a standard textbook or set of articles. They engender three main sections of a prototype development economics course: meanings and measures of economic development; strategies for economic development; and salient issues in development; and they add a forward-looking section on creating equitable development.

This study aims to examine the effectiveness of an intervention program based on the PROSPER, a comprehensive framework which emphasises the importance of "positivity," "relationships," "outcome," "strength," "purpose," "engagement," and "resilience" in pre-service teachers' well-being in Hong Kong. Participants were pre-service pre-school teachers (N = 77) who participated in a 1-month randomised control trial with four intervention workshops. They were randomly assigned to either intervention (n = 40) or wait-list control conditions (n = 37). A survey with measures that assessed PROSPER well-being components was administered to participants before and after the intervention. Findings of repeated measures "MANCOVA" revealed no significant time x group interaction effect, Wilks' Lambda "F"(7, 50) = 1.66, p = 0.14, [eta-squared] = 0.19. Results of univariate analyses showed that a significant time x group interaction effect existed in relationship component ([eta-squared] = 0.08), indicating that the intervention was effective in facilitating pre-service pre-school teachers' positive relationships with their peers. Findings underscore the potential benefits of designing positive psychological interventions for teachers amid the COVID-19 pandemic.

Purpose: This study aims at analyzing the impact of perceptions of the fourth industrial revolution (crisis and opportunity) in the relationship between workers' career attitudes and future learning intentions. Design/methodology/approach: This study analyzed the multiple mediating effect of the perception of the fourth industrial revolution in the relationship between career attitudes and future learning intention using data of 305 Korean workers. As career attitude variables, boundaryless and protean career orientation variables were used, and perception of the fourth industrial revolution was analyzed (opportunity and crisis perception). Findings: Both workers' boundaryless career orientation and protean career orientation influenced future learning intention through the perception of opportunity for the fourth industrial revolution. This result suggested that flexible career attitudes positively recognized the changes of the fourth industrial revolution and had an effect on promoting attitude toward future learning. Research limitations/implications: The study confirmed that workers' flexible career attitudes could promote perception of opportunity rather than crisis in changing situation and strengthen their intention to prepare for the future by mediating this perception. These results suggest that lifelong learning and competency development can be reinforced by facilitating perception of an opportunities for external change for individual career development. Originality/value: Insights for personal career development were provided by analyzing the relationship between flexible career attitudes, which are increasing in importance in the modern society, and perceptions of changes in external environment.

Research on Artificial Intelligence, especially in the field of machine learning, has exploded in the twenty-first century. AI research in universities has long been funded by a combination of government and corporate sources. The funding of AI research in the contemporary university includes technology companies as both funders and generators of research areas. This paper looks at the links between technology companies and AI research in three areas: first, the ways in which technology companies influence both the content and practices of AI research in universities; second, how university research policies enable conditions that blur traditional boundaries between corporate and academic AI research; and third, how an ethos of 'open science', that is increasingly corporatised, moves ideas about AI from universities to companies. We conclude that technology companies influence AI research within established feedback loops in the transformed relationships between economy, society, research, and the contemporary university.

This paper delineates the intellectual history of endeavours to generate a unified science of child welfare in Finland in the early twentieth century by elucidating the efforts of leading Finnish protagonists to depict the concept of child welfare science. The idea of such a new science was not unique to Finland; similar trends emerged extensively throughout the industrialising world, in which child welfare was being increasingly championed. The fundamental reasons given for developing a child welfare science in Finland were linked with ambitions to develop child welfare as a consistent system in modern society. The aspiration to develop a scientific basis for child welfare was not only about adapting relevant research-based knowledge to practice, but also about creating historical and theoretical self-understanding in the field. The intention was to construct a comprehensive conceptual framework for the child welfare needed in policymaking, legislation, and systems building, as well as in the development of professional practices. Although focusing on Finland, the review is of more general significance.

Over time, the concept of social movement has evolved as society has changed, but has always implied collective action in the public space. The form of social contestation has changed, according to the conjuncture of each historical period. In 18th century, the transition from the Old Regime to Liberalism provoked movements considered by some authors as "primitive" or "premodern," as they were spontaneous, sporadic and depoliticized. Industrial society of the 19th century gave rise to the labor movement and trade unionism, which from then on organized the social movements. In the 20th century there were changes and innovation in the collective way of acting, there was the emergence of a series of social movements that differ from the traditional in terms of the objectives and actors involved, such as the pacifist, ecologist, feminist movements, acting on the fringes of parties and unions. The 21st century has witnessed a set of movements that begin on social networks, such as Generation Scratch, Outraged, Occupy Wall Street, Screw the Troika, and quickly outgrow local scales to become global. Through the use of a theoretical and conceptual framework derived from the theories of social movements and taking into account the current transformation of collective action that has been witnessed in the 21st century, we intend to verify if we are facing a new social phenomenon or another phase of "repertoire" change.

The advent of COVID-19 exposed the lack of readiness for school leaders to cope with demands of leading during a pandemic. Globally, school leaders were not trained to deal with a crisis of COVID-19 proportions. Leaders in the twenty-first century need to have the required skills like the twenty-first century leadership skills and Fourth Industrial Revolution skills. This study investigated how school leaders are handling the challenges of school leadership under the COVID-19 pandemic in the 4IR era. This study adopted a qualitative research approach. An analysis of local and international literature was done to identify gaps. The study revealed that school leaders and teachers have inadequate information and communication technology skills. Leadership preparation programmes are lagging behind in preparing school leaders to lead in a crisis. Furthermore, the study revealed that school leaders and teachers do not establish communities of learning to learn leadership skills from each other. The study has concluded that there is no alignment between the level of readiness for school leaders and leadership skills of the twenty-first century.

In the realization of an effective environmental education, the opinions of secondary school students about environmental problems are considered important. Therefore, the general purpose of the research is to determine the opinions of secondary school students about environmental problems by using the cartoons drawn by the students. The study group of the research consists of 28 students studying in primary education second grade in the 2020-2021 academic year. The research is a case study conducted with a qualitative research approach. The findings of the research were analyzed by content analysis. According to the results of the research, the students stated that the most important environmental problem was pollution. Students stated that environmental pollution, air pollution, garbage problem, wastes, water pollution, deforestation, depletion of natural resources were the first among environmental problems. According to the other finding of the study, the students mostly mentioned the individual responsibilities that people should fulfill in solving environmental problems. Based on the results of the research, a lesson that can be taught at all levels starting from secondary school be created under the name of environmental education, in which applied activities will be mainly included.

At the fin de siècle the Industrial Revolution created egregious physical, emotional and spiritual conditions for American society and especially for the worker but who would come forward to alleviate those conditions? Protestants implemented their Social Gospel Movement as a proposed cure to these problems. Secular Progressives engaged in a more activist role both materially and through legislation. Both of these groups had limited successes with disappointing outcomes. America's Catholics, more accustomed to living and working in industrialized neighborhoods, eventually developed their own programs and agenda to address social and labor concerns. However some scholars believed that Catholic efforts merely replicated what others had achieved. It was the actions of America's Catholics in answer to these issues that propelled them onto the national scene with a sense of purpose, inclusion and equality. This paper examines each group to ascertain their programs, relevant accomplishments and demonstrate how resolutions to solve social and labor problems proceeded yet stagnated for some. For America's Catholics their agenda for social reconstruction empowered them to assert themselves as equals with a long lasting viable program of future corrective action.

This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya's journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.

The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor.

Private supplementary tutoring, or shadow education, has become a global phenomenon, and China is among the countries where it is most prevalent. By 2019, China's private tutoring industry had grown into a prominent sector providing educational services to millions of students and parents. This article examines the development process of shadow education in China, and explores the path that led to its current prevalence. Drawing on existing literature and publicly available data sources, the article maps key stages of shadow education's evolution and its changing characteristics. The analysis suggests that China's private tutoring industry has undergone three stages of evolution: first, the emergence stage, when small numbers of individuals started to provide tutoring on an informal basis; second, the industrialisation stage, when institutionalised providers became primary providers of more formal types of tutoring services; and third, the capitalisation stage, when major providers of shadow education evolved into part of the educational capital market. The discussion argues that the development trajectory of shadow education occurred in line with the continued marketisation of education in China. The article also addresses the implications of capitalised shadow education as it enters a more intensified and controversial phase of development.

The purpose of the article is to assert Marx's correctness in maintaining the role of the productive forces in the production process. The paper clarifies the concept of productive forces, describes the factors that make up productive forces, and looks at productive forces in social development. Nowadays, in the Fourth Industrial Revolution, Marx's arguments are still valid when explained from the perspective of the factors that make up the productive forces. The paper uses a method of justifying with clarifying the relationship of workers and the production process using a comprehensive and historical practice. In addition, the article also uses analytical and synthesis methods to re-systemize the concept of productive forces in this day and age. The study results show that the more science and technology develop, the higher the requirements for human qualifications, skills, capacity, and health. Labor still plays an essential role in the production process, whether it be performed by humans or artificial intelligence.

The advent of the Fourth Industrial Revolution is introducing developments in Artificial Intelligence, Internet of Things, and other technologies in different sectors of our society, including education. This reality leads to a paradigm shift in which web-based cyber-physical environments will shape future learning environments. Thus, learning becomes ubiquitous, and schools assume new roles with systemic changes in communication, administration and management, becoming learning organisations. The use of technologies aligned with pedagogical strategies and new methodologies must lead to more-personalised systems. In this article, a comprehensive definition of smart schools is proposed. Smart schools must be endowed with integral management systems, inclusive, sustainable, and adopt new learning methodologies and advances from Industry 4.0 in an efficient way. Despite this conception and because research, government policies and business projects are not always in line with research, there is a need for deeper knowledge of how schools are approaching their upcoming transformation. To illuminate this purpose, in this study 37 principals from primary and secondary schools in Catalonia were interviewed. Thematic analysis focusing on technological and pedagogical innovations, management systems, inclusion, and sustainability identified some analogies with related research, pointing out that schools are far from implementing advanced technologies. Inclusion is the most-respected element thanks to the existing government regulation. Sustainability is hardly considered because of a lack of economic resources, but several schools consider themselves green schools and exhibit environmental practices. Conclusions are drawn to show that, although schools are not yet prepared to cope with the Fourth Industrial Revolution, its impact relies on the technology's level of maturity and ease of use, as well as stakeholders as policymakers.

Richard Kerridge and Helen Snelson present a brief sequence of lessons using the life of the Gypsy woman Mary Squires as a way into the changes of industrialising Britain. More significantly, they also present a compelling rationale for why history teachers should be slotting in the stories of Gypsy, Roma and Traveller people to broaden inclusive representation and challenge intolerance. The authors provide useful links and resources for this specific area of inclusive teaching, as well as broader suggestions for how to portray the history of all the people in Britain in the history classroom.

Realizing that each human being is naturally gifted with numerous talents, the Akademi Bakat ABS is set up to uphold this value through its unique curriculum, approach, and eco-system in the school. Till date, 75% of the learning program is based on learning-by-doing approach. The core vision is to nurture the students' inner-self with the six values of entrepreneurship i.e. social intelligence, integrity, altruism, creative and innovative, diplomacy, and righteousness since pre-school and hence, leverage the mindset, behaviour, and subsequently the cultural value of entrepreneurship among the students. With the aim to be an alternative school that will confront the future education, particularly in view of the Malaysian education landscape, the philosophy lies in the concept of being an independent thinker rather than consumer thinker. Only then, the element of creative thinking can be cultivated which is crucial in economic development as well as novel development in terms of technologies, products, and systems. Akademi Bakat ABS believed, with all the virtues it holds, the possibility to overcome on the overwhelmed issue of graduates' unemployability and incompetency in human skill can be achieved in all respect especially in confronting the Industrial Revolution 4.0 agenda. Finally, with support from each segment of the society (students, teachers, parents, ministry, industries), Akademi Bakat ABS sees itself as an industrial player that can holistically benefit the Malaysian education eco-system.

The Fourth Industrial Revolution is upon us, and it comes with implications for the higher education curriculum and organisations within Africa. Technology that was ubiquitous in previous decades, is now becoming obsolete. Artificial intelligence and digitization, which are features of the Fourth Industrial Revolution, are now the order of the day. Organisations are moving with such technological advancement by adopting newly created technologies of the Fourth Industrial Revolution. Without doubt, the currently used curriculum in Africa is obsolete; and does not capture the changes being ushered in by the Fourth Industrial Revolution. Therefore, the higher education curriculum must be responsive to the Fourth Industrial Revolution, as this will prepare students in Africa for the challenge ahead. This study theorises on, and has concluded, that deterritorialization and reterritorialization are useful in making the African higher education responsive to the curriculum. The study recommends the introduction of Science, Technology, Engineering, and Mathematics (STEM) education into the African higher-education curriculum in Africa. STEM will produce students who are technically savvy, helping students in Africa to acquire the needed skills to perform seamlessly in organisations operating within the Fourth Industrial Revolution era.

The current era of the fourth industrial revolution combines digital, physical, and biological knowledge in ways never seen before. This revolution has resulted in disruptive technologies and trends, such as robotics, internet of things (IoT), virtual reality, and artificial intelligence (AI). The African continent is still behind with preparations for its future, through relevant unique educational practices for its populace in this era. This is because very little has changed in the curriculum content of African education, and post colonial education in Africa is essentially a colonial legacy. The curriculum is still designed after western models and paradigms, which have little or no relevance to life in Africa. This paper records the epistemological evisceration of African-centered intellectual traditions in formal education as a major cause of this challenge. Proposing the introduction of an itinerant curriculum in the African higher education sector as a viable solution to this epistemicide, this paper first argues that all bodies of knowledge(western and indigenous) are valid and significant, and should therefore be infused together without one placed as superior over the other. The study concludes that curriculum should reflect the intrinsic value of African culture, language, customs, and practices. The integration of all bodies of knowledge is the hallmark of an itinerant curriculum, should support the inclusion of a wider diversity of knowledge in curriculum theory, and practice.

The main purpose of this study is to explore the effects of Industry 4.0 on resources (specialization, rationalization, preparatory work, and capital-intensive techniques) in the field of open and distance learning. Industry 4.0 is a period in which a great and rapid change is experienced, has a wide and deep impact that can affect business lines all over the world, and changes in production, management and control systems. For this purpose, within the framework of Otto Peters' theory of Industrialization, the study is a case study based on the opinions of experts in the field of industry-related effects of open and distance learning. The study group consisted of 10 academicians working at Anadolu University Open Education Faculty as experts. For the determination of participants, purposive sampling was used. The purposes of selecting the Anadolu University in research are presenting open and distance learning services since 1982, having the only Distance Education master's and doctoral programs in Turkey and having lecturers who give a lecture about digital transformation and Industrialization. The research was a qualitative case study and the data were collected by a semi-structured interview form consisting of 6 questions by face-to-face interviews with experts. As a result of the analysis, industry 4.0 effects on resources, instructional design, distribution, interaction, learning environment and management components within the context of industrialization theory in open and distance education system. In this direction, it is necessary to eliminate the lack of infrastructure for Industry 4.0, increase digitalization studies and specialize in technological competences. Also, the deficiency of a standardized production concept in Industry 4.0 such as massive production emphasized personalization and individual production in distance education. The distribution of the course materials produced must be diversified and the post-Fordist approach should be preferred in mass production. While industry-wide technologies that trigger Industry 4.0 make it easier to offer different fields of study through distance learning, it affects the centralization and concentration factors in management. [This article was presented as an oral presentation at the International Open & Distance learning Conference 2019 (IODL 2019), held in Anadolu University, Eskisehir, Turkey on November 14-16, 2019.]

Jacob Olivey set out to design enquiries which would enable his pupils to reconstruct, using evidence, the perspectives of people in the past. In this article he shares in detail the planning and outcomes of two enquiries: one for Year 7 and one for Year 8. Olivey offers a example of 'the curriculum as the progression model', considering how to plan for progression in pupils' thinking about historical perspectives and showing how his curriculum was designed to achieve this.

In the ongoing march of industrial evolution there comes along technologies that have the power to transform businesses as we know it. The Internet revolutionized business/marketing in the nineties and today and bockchain has the potential to do the same for commercial transactions. Blockchain is a peer-to-peer model that can speed up processes resulting in robust tracking and reducing costs of transactions. Given the implications of this far-reaching technology, it is essential for marketing students to understand its significance in the conduct of marketing activities. Consequently, it is imperative that faculty comprehend aspects of the technology and its applications in marketing to integrate them in marketing courses. The purpose of the paper is to enlighten marketing faculty on the concept of blockchain in a non-technical manner along with highlighting its applications in marketing that can be imparted through their courses. To do so, the paper is structured around three research questions relating to (a) understanding the idea of blockchain technology; (b) expounding on the importance of the technology in marketing applications; and (c) illustrating how marketing faculty can integrate the concepts and application in marketing courses.

Fyodor Dostoyevsky wrote masterpieces describing the exploitation and victimisation of the socially disadvantaged who were affected by industrialisation in the 19th century. In "The Brothers Karamazov," Pavel Fyodorovich Smerdyakov (hereafter, Smerdyakov) plays a critical role in various spheres of the story. His birth was the result of the rape of Lizaveta Smerdyastchaya by Fyodor Pavlovich Karamazov (hereafter, Fyodor). Tragically, Lizaveta died immediately after the delivery. Grigory and Marfa, Fyodor's serfs, adopted Smerdyakov, who then also grew up as a serf. Eventually, Smerdyakov murders Fyodor, and accordingly, this destined act turned Smerdyakov into a hybrid of goodness and evilness, being described by the narrator as 'a contemplative', which makes the story quite complicated and tragic. Despite his complexities, Smerdyakov remains one of the least-discussed characters in the studies hitherto. Hence, this paper has two aims, the first of which is the discussion of the meaning of the early life of Smerdyakov by revealing a tragic tension within him. It will also discuss education for a contemplative like Smerdyakov from the perspectives of polyphony as advocated by Bakhtin -- as it is important to view the contemplative as an indispensable protagonist and understand them through listening.

Purpose: This paper aims to examine the possible link among the African Development Bank (AfDB), Results Measurement Framework 2016-2025 and the research published at institutions of higher education on the continent in the last five years. The unregulated commercialisation of higher education in most African countries has been prone to large-scale abuse through wanting curriculum development and processes accruing to competence, skills needy and job market disoriented graduates. Design/methodology/approach: This study took a qualitative literature review analysis where research papers published in the last five years on higher education in Africa were searched. These were from Google and Semantic scholar and these were categorised in a detailed concept matrix. Findings: Findings indicate that there is hardly a connection between the AfDB Group development agenda on the continent and the research conducted and published by institutions of higher learning on the continent. Practical implications: Universities should prioritise a needs-based research agenda in their strategic planning and this implies commitment in terms of funding, human resource competency empowerment and partnerships with development agencies on the continent. African institutions of higher learning have not emphasised applied research practices to tackle pervading knowledge needs on the continent. Just like findings indicate, research in most of these institutions has been donor driven. Originality/value: This study brings to speed the fact that if transforming Africa is going to take a strategic direction in the post-COVID-19 era, then partnerships between higher education institutions and development agencies operating on the continent will be an inevitable venture.

Purpose: The purpose of this paper is to examine the industry's expectations on the key employability skills of fresh graduates in the communication and media industry. The Fourth Industrial Revolution has raised the question of whether the university should produce work-ready graduates with employability skills. Driven by the theory of human capital, society expects higher education to produce graduates with skills that are useful in their workplace. Design/methodology/approach: The data were gathered primarily through a quantitative survey, which was later extended to include qualitative interviews. Quantitatively, questionnaires were completed by 313 employers from the middle and top-level management from the communication and media industry. This study also expands on qualitative data through in-depth interviews with nine respondents who were among key decision-makers of recruiting graduates to garner their insights on required employability skills. Findings: The findings revealed the following employability skills required by the industry in the Fourth Industrial Revolution: communication, ICT or digital, leadership, interpersonal, and personal qualities skills. Research limitations/implications: These findings are beneficial to education providers as well as media and communication industries in preparing students and developing their skills to adapt to the changes in the workplace. Originality/value: The authors provide an empirical understanding of industry expectations towards employability skills in the Fourth Industrial Revolution of the communication and media industry within the Malaysian context.

This paper examines three interrelated factors outside of formal provision of technical and vocational education and training (TVET) in sub-Saharan Africa that have undermined TVET systems. The first is the process, pace, and levels of industrialisation, which has had a direct effect on TVET provision: low numbers of well-paying jobs requiring technical expertise. This has an indirect effect, which is the second crucial factor: lack of economic development and change in labour markets. There are very few jobs that would be considered 'middle class' or 'mid-level' in wealthy countries. Most people are in survivalist work. An international consensus since the 2000s on palliative approaches to development which address the effects but not the causes of the lack of economic development in Africa has resulted in mass poor quality provision of education--the third factor. Education systems are rapidly expanding and achievement levels rising, in the context of very little possibility of labour market rewards for most people, and substantial labour market rewards confined mainly to graduates. This reinforces deeply embedded cultural preferences for general education, which originate in the type of education systems established by colonial powers, as well as the relationships between educational credentials and elite jobs.

Purpose: The present paper aims to examine the concept of "plant blindness" in the context of current sustainability debates. "Plant blindness" was the term introduced in 1999 by the botanists and educators James H Wandersee and Elisabeth E Schussler to describe what they saw as a pervasive insensitivity to the green environment and a general neglect of plants on the part of biology education. Design/methodology/approach: The fundamental importance of plants for life on Earth and the socio-educational challenges of redacted awareness of this importance are considered. Also, the diverse physiological, psychological, philosophical, cultural and geopolitical origins and consequences of indifference to plants in relation to aspects of sustainability agendas are examined with special reference to education. Findings: An examination of the outcomes of a range of research and practical initiatives reveals how multidisciplinary approaches to education and public engagement have the potential to address the challenge of "plant blindness". The need for these opportunities to be reflected in curriculums is not widely appreciated, and the socio-economic forces of resistance to confronting plant neglect continue to be formidable. Originality/value: Plant blindness is a relatively new field of research, and the full breadth of its implications are only gradually becoming apparent. If the present paper contributes to positioning plants as an essential element in sustainability education and practice, it will have met its objective.

The article explores the role of the "Syndicat du matériel et mobilier scolaire de l'enseignement" in supplying French school materials to several countries, including Mexico, Canada, and Brazil, in order to demonstrate the profitability of a new industry, the school industry, and of a new type of trade, the transnational trade in school artefacts used as didactic resources. It is divided into four parts. The Introduction presents the context in which this commercial activity flourished, favoured by the developments of the second industrial revolution and the new educational guidelines associated with mass schooling and the method of "object lessons". Next, it characterises the enterprise in Brazil, from the presentation of commercial agents operating in the states of Bahia, Rio de Janeiro, and São Paulo to the identification of the strategies mobilised for the sale and importation from France of school artefacts, conceived as merchandise. In the third part the lens is reversed, and the objective is to examine the ways in which purchases were made by the public education administration in São Paulo. As a final comment, the article reaffirms the connections between the values of capitalist society, consumption practices and the material elementary schooling universe between the late nineteenth and early twentieth centuries.

The main purpose of the article is to analyze The Legal and Economic Aspects of Teaching High Technology Trends. This is a descriptive-analytical study and the library method was used for data collection. Official statistics have also been used, reported by reputable sources and organizations of higher education. In the last stage it has approved that having academic education would facilitate the development in the industry as well as having promotion in academic background.

The paper looks back across dominant ways of delivering Higher Education until the present day and then looks forward. There is an approximate continuum described from Education 1.0 through 2.0 to 3.0. Education is mapped onto the emergence and development of the Web and the revolutions known as 'Industrial' over the last 250 years. Then some foresight is deployed with the particular lens of graduates' employment prospects and contributions to the future -- dubbed 'Education 4.0'. The paper hopes to stimulate dialogue and promote preparedness and innovation for more changes arriving fast over Higher Education's wider horizons.

The liberal theory of industrialism is one of the chief political theories impacting education. Such a framework associates academic achievement directly with employability and establishes education's dominant position in mediating social mobility. However, Chinese graduates are confronted with the broken promises of higher education, since college credentials are no longer regarded as 'golden tickets' that guarantee decent jobs or high social status. Therefore, this paper establishes a critical framework for analysing the liberal theory of industrialism. By referencing to empirical research, the current study provides an in-depth discussion from the national perspective and offers explanations from both quantitative and qualitative evidence. The study suggests that the implementation of the theory in egalitarian societies has been largely compromised with regard to meritocratic selection. Meanwhile, the theory relies on a veil of ignorance, for it assumes that people would have a unanimous perception regarding social status. In both respects, it is argued to be incompatible with the contemporary Chinese context. Thus a more comprehensive and flexible perspective is needed to identify functions of higher education in developing countries.

Achieving changes to education practices and structures is a significant issue facing reformers internationally, and researchers have confronted how such changes, and the conditions for these, might be conceptualized. These issues resonate particularly as researchers grapple with imagining a post-COVID-19 landscape where social and educational norms may change. Tyack and Tobin, in their 1994 article 'The "Grammar" of Schooling: Why has it been so hard to change?' argued that several features of the American education system are so persistent as to warrant being understood as the 'grammar' of schooling. In this article, we reconceptualize this 'grammar' by taking seriously Tyack and Tobin's insistence that 'grammar' organises meaning. Starting here, we argue that what they took to be grammatical features are the products and not the producers of meaning. We draw on the cases of the United States and England to argue that four international discourses have performed this meaning-making work: industrialization; welfarism; neoliberalism and neoconservatism. These are the 'grammars' of schooling--and of society. Their discursive products, including age grading and sorting into subjects are, we suggest, 'lexical' features that express the grammar. We use lexical features to explain the multi-directional interplay between discourse and educational feature: the lexical may endure longer than the grammatical, changes to which may be effected and/or legitimated through appealing to a lexical feature. We conclude by outlining key implications for realizing and conceptualizing educational change, including for a post-COVID-19 landscape.

While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of the humankind, philosophical considerations have been influential on all elements of human creation. One of these influence areas is education studies. Education has been influenced by the philosophy of education, which has occurred more specifically than philosophy. Educational leaders and pre-service teachers should notice the availability of using this influence and the educational philosophy as a tool. This research was conducted in order to determine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophy productivity of pre-service teachers. The study group includes 111 pre-service teachers who take the training philosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 of these pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are used together is a mixed educational research. In the study, a 25-question test developed by the researcher and a semi-structured interview form consisting of 3 questions has been used to collect data. While the pre-test and post-test studies were conducted with the test which is the data collection tool, the data were analyzed by using the descriptive analysis and the content analysis of the data obtained from the interview form. When the findings of the study were taken into consideration, it was found that there was a significant difference between pre-test scores and post-test scores of the pre-service teachers participating in the research. The teaching process of the training philosophy course given has been found to be successful. It has been concluded that pre-service teachers have expressed the philosophy and education relationship with human-based views. It has been found that pre-service teachers prefer the "progressive training philosophy" if they want to make a new educational design. However, it has been determined that pre-service teachers did not have an idea about technology and technological developments in the industrial age 4.0.

Purpose: This paper aims at exploring politics of contemporary knowledge cultures and possible directions for responding to the postdigital challenge. Design/Approach/Methods: This paper researches history and present of several prominent strands and readings of the knowledge economy. Following Caruso's work (2016), it examines more closely the differences between the managerial paradigm and the cognitive capitalism paradigm. Recognizing the postdigital nature of contemporary knowledge cultures, it points towards a postdigital merger between the managerial paradigm and the cognitive capitalism paradigm. Findings: The paper identifies individual and social tensions between industrial and post-industrial modes of production and rapidly changing dynamic of social development. It examines the relationships between knowledge cultures and digital technologies. Based on recent insights by the father of the World Wide Web Tim Berners-Lee and his non-determinist views to digital technologies, it identifies knowledge cultures as sites of political struggle against various (material and non-material, technological and non-technological) closures over access to information and knowledge. Finally, it briefly outlines possible directions for responding to the postdigital challenge of knowledge cultures. Originality/Value: The paper provides an original contribution to theory of knowledge cultures and its relationships to the postdigital condition.

Responding largely to the impact of industrialization and urbanization on American society, educators across the country embraced the "school gardening" and "nature study" movements advocated by Dewey. Promoted in varying degrees as ways to enhance learning, yield food for their schools, build character, and improve neighborhoods, these efforts provided infrastructure for volunteer Victory Gardens during World Wars I and II, but lost popularity soon thereafter. In this article, the author highlights the value of incorporating gardening as a pedagogical tool for teaching undergraduate history by discussing her experiences teaching "Food Policy during World War II" since its introduction in 2016.

Within the context of 'Industry 4.0', work organisation and work processes will change, along with ongoing automation and real-time oriented control of production. The same is true for work contents and the interaction and communication between humans and technology, which entail many consequences for users and providers throughout the entire vocational training system. There are many definitions of 'Industry 4.0'. A comprehensive one is that 'Industry 4.0' is the current trend towards automation and data exchange in manufacturing technologies which are based on digital technology. It includes 'Cyber-Physical Systems' (CPS), the Internet of Things (IoT) and cloud computing, and has an impact on all economic sectors. One of the highly relevant questions concerns the qualification requirements for employees on the 'shop-floor' and at the middle employment level. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational education system has to respond to the needs and expectations of these changes in the work world. Successful responses of the vocational system to the demands of Industry 4.0 have to focus on curriculum development and training of both skilled and highly skilled workers.

The Fourth Industrial Revolution is widely acknowledged as a digital technological revolution building on the convergence of Robotics, the Internet of Things, and the Internet of Services. What is less often acknowledged is that it is also a revolution in the social practice of work. Literacy is a core social technology of work and it is changing as rapidly and radically as the digital technologies that are reshaping work, workers and working. This article is concerned with this new generation of workplace literacy practices as they shape, and are shaped by, the Fourth Industrial Revolution -- what we call Literacy 4.0. We explore two related fields of inquiry. The first is research related to the impact of technology on work practice, work organization, and employment in a period sometimes called the Fourth Industrial Revolution. The second is research about literacy, specifically workplace literacy. In this paper we argue that it is necessary to take account of each of these fields of inquiry if we are to better understand how the next generation of workplace literacy practices is emerging and helping to constitute the Fourth Industrial Revolution.

Devoted to the late Paul Virilio (1932-2018) and in the advent of debates surrounding the Anthropocene and in light of corresponding changes to conceptions of scale and image, this paper attempts to extrapolate a Virilian pedagogy of the image. It is Virilio's work which remains timely and singularly fecund in this area and it is for this reason that it may help to shape a new pedagogy of scale and image. This may allow us to better grasp the decentring of human conceptions of time and space as we come to better understand the vastness of cosmological space and time. To demonstrate this, his work is read in tandem with Félix Guattari's work on ecosophy and Bernard Stiegler's work on negentropy to show how Virilio's critique of the diminishment of perspective diverges from their respective approaches to forge an arresting pedagogy of the image vis-à-vis geographical and ecological conceptions of Earthly spatial and temporal scale. The perceived poverty of Earthly perspective is read in the light of a scalar perspectivism which understands the enormity of the universe and humanity's microscopic place within it. As Virilio is concerned with the changes in scale which manifest with the onset of globalization, the question arises as to how an applied dromology (that is the philosophy of speed) may work alongside both Guattari's schizoanalytic and ecosophical research and Stiegler's pharmacology of the image in a way that mounts a robust and unique critique of the mental pollution of the image as such. Here the pedagogical implications are significant as the diminishment of world perspective for Virilio -- a consequence of the singular global time of capital -- devastates our understanding of the cosmos. This understanding of the poverty of scale and perspective is contrasted with a multiscalar approach to the world, which is itself searching for a philosophical and pedagogical response to the reduction of the world to nothing.