Post-Human and Science Technology ― The Fourth Industrial Revolution and Task of Christian Ethics

Laws and policies have important roles to play in advancing the Fourth Industrial Revolution (4IR) through Science, Technology, Engineering and Mathematics (STEM) research in Nigeria. STEM education and knowledge brings about development by converging scholars across the world with recent research discoveries. In order for Nigeria to reap the maximum benefits from the 4IR, its legal system must come in line with the principles advanced by the 4IR. It is important to state that the laws which have been enacted before the contemporary era are inadequate and obsolete. Education (STEM education inclusive) which will benefit the most from thenewrevolution would demand new legal instrumentsthat are adequate and effective to cater for the legal and policy demands of the 4IR by bringing forth a more current and inclusive legal protection for all the relevant beneficiaries. Using doctrinal methodology, thispaperexamines4IR and right to education in Nigeria with a view to establishing the relationship between the legal instruments and STEM education with the objective of advancing the agenda of the relevance of all fields of education for the next generation.The paper is divided into six sections and the findings show that, education (STEM education inclusive) is bedeviled with many challenges andthe extant laws are inadequate to solve them.Thus, making the goal of 4IR unachievable in Nigeria. To reach the greatest dexterities in all works of life, the paper concludes by bringing the significance of laws and policies that wouldaccommodate free STEM education in secondary and tertiary school levels in order to answer the call for 4IR. It recommends research collaboration across STEM fields for integrated curriculum and an amendment of the Constitution. It also advocates for gender equality and investing more in STEM education for having a transformative shift in Nigeria for the purpose of achieving 4IR.

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Deterritorialising to Reterritorialising the Curriculum Discourse in African Higher Education in the Era of the Fourth Industrial Revolution

International Journal of Higher Education ◽

10.5430/ijhe.v9n4p27 ◽

2020 ◽

Vol 9 (4) ◽

pp. 27

Author(s):

George Kehdinga Formunyam

Keyword(s):

Higher Education ◽

Stem Education ◽

Industrial Revolution ◽

Technological Advancement ◽

Education Curriculum ◽

Higher Education Curriculum ◽

Fourth Industrial Revolution ◽

Science Technology ◽

African Higher Education ◽

And Mathematics

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.

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Stemtech model in education 4.0: Designing height measuring instruments in grade 10

Vietnam Journal of Education ◽

10.52296/vje.2020.80 ◽

2020 ◽

Vol 4 (4) ◽

pp. 48-58

Author(s):

Huy Minh Lam ◽

Hue Thi Dang ◽

Tien Nhut Le ◽

Ngan Tuyet Huynh

Keyword(s):

Stem Education ◽

Industrial Revolution ◽

New Technologies ◽

Technological Factor ◽

Measuring Instruments ◽

Fourth Industrial Revolution ◽

Science Technology ◽

Global Standards ◽

Industrial Age ◽

And Mathematics

With the development in the fourth industrial revolution, there have been urgent demands for new human resources in the world. The mission set for the education sector is to prepare students with skills and knowledge in line with global standards to keep up with the industrial age 4.0. Among the educational trends that serve the fourth industrial revolution, STEM education has been demonstrating its superiority through various studies. This study applies the STEMTech model, which connects the fields of Science, Technology, Engineering, and Mathematics with a central technological factor, to create STEM products in the context of high schools in Vietnam recently. Firstly, the research trains students about STEM education, STEMTech model, and some new technologies; then divides the class into multiple groups of students to conduct a project based on STEMTech model; finally, surveys students. Statistical analysis was used to evaluate STEMTech model, whose results show that STEMTech model can engage students in learning, develop their creativity, and promote other competencies.

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Impact of Industry 4.0 Revolution on Science, Technology, and Society (STS)

Critical Issues Impacting Science, Technology, Society (STS), and Our Future - Advances in Human and Social Aspects of Technology ◽

10.4018/978-1-5225-7949-6.ch001 ◽

2019 ◽

pp. 1-20

Author(s):

Tuba Ulusoy ◽

Esra Yasar ◽

Mehmet Aktan

Keyword(s):

Industry 4.0 ◽

Industrial Revolution ◽

Service Systems ◽

Trade Fair ◽

Technology And Society ◽

Technological Unemployment ◽

Fourth Industrial Revolution ◽

Science Technology ◽

The World

The Industry 4.0 concept, which leads the Fourth Industrial Revolution, was introduced by Germany in 2011 at the Hannover Messe trade fair and attracted the attention of the world. Since that time, its effects have been seen in different fields, such as science, technology, and society. In this chapter, in order to investigate the effects of Industry 4.0 revolution, answers to the following questions will be presented: Are there any concerns about technological unemployment as a result of Industry 4.0. revolution? Which professions have emerged? How has Industry 4.0 affected society directly or indirectly? What are the technologies of this concept? How do these technologies affect manufacturing and service systems? What are the challenges of implementing the technologies of Industry 4.0? What are the benefits of digitalized manufacturing? Which studies are conducted to accelerate the shift of Industry 4.0 from science to reality? and Which studies have been conducted so far about this concept?

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Impact of Industry 4.0 Revolution on Science, Technology, and Society (STS)

Research Anthology on Cross-Industry Challenges of Industry 4.0 ◽

10.4018/978-1-7998-8548-1.ch002 ◽

2021 ◽

pp. 21-36

Author(s):

Tuba Ulusoy ◽

Esra Yasar ◽

Mehmet Aktan

Keyword(s):

Industry 4.0 ◽

Industrial Revolution ◽

Service Systems ◽

Trade Fair ◽

Technology And Society ◽

Technological Unemployment ◽

Fourth Industrial Revolution ◽

Science Technology ◽

The World

The Industry 4.0 concept, which leads the Fourth Industrial Revolution, was introduced by Germany in 2011 at the Hannover Messe trade fair and attracted the attention of the world. Since that time, its effects have been seen in different fields, such as science, technology, and society. In this chapter, in order to investigate the effects of Industry 4.0 revolution, answers to the following questions will be presented: Are there any concerns about technological unemployment as a result of Industry 4.0. revolution? Which professions have emerged? How has Industry 4.0 affected society directly or indirectly? What are the technologies of this concept? How do these technologies affect manufacturing and service systems? What are the challenges of implementing the technologies of Industry 4.0? What are the benefits of digitalized manufacturing? Which studies are conducted to accelerate the shift of Industry 4.0 from science to reality? and Which studies have been conducted so far about this concept?

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Delphi Prospection on Additive Manufacturing in 2030: Implications for Education and Employment in Spain

Materials ◽

10.3390/ma11091500 ◽

2018 ◽

Vol 11 (9) ◽

pp. 1500 ◽

Cited By ~ 13

Author(s):

M. Pérez-Pérez ◽

Emilio Gómez ◽

Miguel Sebastián

Keyword(s):

Additive Manufacturing ◽

Business Models ◽

Industrial Revolution ◽

Specific Knowledge ◽

Knowledge And Skills ◽

Fourth Industrial Revolution ◽

Science Technology ◽

Spanish Research ◽

Education And Employment ◽

And Mathematics

The term additive manufacturing (AM) groups together a set of technologies with similar characteristics forming part of the Fourth Industrial Revolution. AM is being developed globally, as evidenced by the standards published by and the agreements between the ISO and the ASTM in 2013. The purpose of this paper is to anticipate the main changes that will occur in AM by 2030 as forecast by more than 100 Spanish experts through Delphi prospection performed in 2018. In this way, the areas, aspects, and business models with the greatest probabilities of occurrence are obtained. The need for technical experts with specific knowledge and skills requires changes to current training syllabuses. Such changes will enable students to have the profiles foreseen in these job trends. The encouragement of STEAM (Science, Technology, Engineering, Arts, and Mathematics) training through the introduction of AM in study plans may be an appropriate alternative. Finally, the consequences of the Fourth Industrial Revolution for the employment market and on jobs, particularly in Spain, are set out and the latest Spanish Research, Development, and Innovation (R&D + I) plans are summarized as the framework for the possible implementation and development of AM.

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TEACHERS’ PERCEPTIONS OF USING THE BLENDED LEARNING APPROACH FOR STEM-RELATED SUBJECTS WITHIN THE FOURTH INDUSTRIAL REVOLUTION

Journal of Baltic Science Education ◽

10.33225/jbse/20.19.583 ◽

2020 ◽

Vol 19 (4) ◽

pp. 583-593

Author(s):

Jayaluxmi Naidoo ◽

Asheena Singh-Pillay

Keyword(s):

Blended Learning ◽

Teaching And Learning ◽

Industrial Revolution ◽

Structured Interviews ◽

Teachers Perceptions ◽

Fourth Industrial Revolution ◽

Science Technology ◽

Kwazulu Natal ◽

Teacher Professional ◽

And Mathematics

Globally, as society enters the Fourth Industrial Revolution, we require a transformation in pedagogy. Science, Technology, Engineering and Mathematics (STEM) related subjects are vital to succeeding within the Fourth Industrial Revolution. To provide quality STEM education, teachers’ perceptions related to the teaching and learning of STEM-related subjects is essential to understand. This qualitative research took place at one university in KwaZulu-Natal, South Africa and explored teachers’ perceptions of using blended learning for STEM-related subjects. Wenger’s Communities of Practice Theory framed this research. Data were generated from workshops and semi-structured interviews. The results of this research indicated that blended learning is impeded by the lack of technology-based tools; is hampered by teacher professional development; offered the use of virtual hours for consultation and feedback and increased engagement and collaboration within STEM-related milieus. These results provide a glimpse of what teachers perceive regarding the use of blended learning for secondary school mathematics and technology. Globally, these results have relevance when considering the importance of teachers’ perceptions of using blended learning for STEM-related subjects, as society embraces the Fourth Industrial Revolution. Keywords: blended learning, communities, practice, fourth industrial revolution, mathematics teaching, qualitative, STEM-related subjects, STEM teachers, technology teaching, technology-enabled learning.

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