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Journal articles on the topic 'Technological; Education; Revolution'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

L.Shobha. "TECHNOLOGICAL REVOLUTION IN EDUCATION IN INDIA." International Journal of Research - Granthaalayah 5, no. 10 (2017): 214–18. https://doi.org/10.5281/zenodo.1040698.

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Education, normally one of the largest employers in any country, is one of the industries which have not undergone a technological revolution. We must help to move it out of the handicraft stage. With the terrible and growing shortage of qualified teachers all over the developing world, we must find ways to make good teachers more productive. This will involve investment in textbooks, in audio-visual materials and above all the use of modern communication techniques (radio, television and film) for teaching purposes.” This is remarked by Robert F. Me Namara, former President of the World Bank

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2

Lugachev, Mihail. "Information Revolutions, Economics and Economic Education." Moscow University Economics Bulletin 2017, no. 4 (2017): 142–60. http://dx.doi.org/10.38050/01300105201747.

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The concept of permanent revolution was formulated in the XIX century became a subject of constant debate in humanities circle. In contrast-scientific and technological revolutions are natural components at all steps of human development. Their permanence is commonly recognized imperative, followed by numerous confirmations with a convincing inevitability. Information and industrial revolutions taking place now in the world are such evidences. Experts declare today the fourth industrial revolution. Peter Drucker fairly predicted the fourth information revolution. It is interesting that the mos

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Barker, Donald I. "A Technological Revolution in Higher Education." Journal of Educational Technology Systems 23, no. 2 (1994): 155–68. http://dx.doi.org/10.2190/5dh4-nupq-j8lu-r6ve.

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This article examines the impact of key information technologies on the future of higher education. Rapid growth and advancement in the areas of telecommunications and human-computer interaction are leading to a fundamental change in how, what, and who we teach at our universities. In the near future, students will be able to “attend” class and exchange ideas with other students without leaving the comfort of their living rooms. Technologies such as computer-mediated communications, electronic publishing, intelligent tutoring systems, groupware, multimedia, intelligent agents, videoconferencin

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Shobha, L. "TECHNOLOGICAL REVOLUTION IN EDUCATION IN INDIA." International Journal of Research -GRANTHAALAYAH 5, no. 10 (2017): 214–18. http://dx.doi.org/10.29121/granthaalayah.v5.i10.2017.2298.

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Education, normally one of the largest employers in any country, is one of the industries which have not undergone a technological revolution. We must help to move it out of the handicraft stage. With the terrible and growing shortage of qualified teachers all over the developing world, we must find ways to make good teachers more productive. This will involve investment in textbooks, in audio-visual materials and above all the use of modern communication techniques (radio, television and film) for teaching purposes.” This is remarked by Robert F. Me Namara, former President of the World Bank

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5

Sivaranjani, Ms S. "Technological Revolution in Computer Aided Education." International Journal for Research in Applied Science and Engineering Technology 10, no. 1 (2022): 1727–30. http://dx.doi.org/10.22214/ijraset.2022.40136.

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Abstract: Computer-assisted education is a critical component in increasing the efficacy and quality of the training system. Computer education is a part of the school and college curricula since it is essential for today's child or adult. The intention of this article is to emphasise the role of computers in education especially for people who are suffering from Autism Disorder.

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Brunner, José Joaquin. "Globalization, education and the technological revolution." Prospects 31, no. 2 (2001): 131–48. http://dx.doi.org/10.1007/bf03220056.

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Tulunova, Soelma V., and Liubov N. Ruliene. "China’s Technological Revolution in Universities." Alma mater. Vestnik Vysshey Shkoly, no. 11 (November 2022): 74–78. http://dx.doi.org/10.20339/am.11-22.074.

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The publication discusses China’s experience in modernizing higher education through the introduction of digital technology. It is argued that the National Mid-Term and Long-Term Education Reform and Development Plan (2010–2020) has passed the test of pandemic 2020 and enabled a technological revolution in higher education. Examples of the introduction of cloud computing and big data into the educational process of the Changzhou Engineering Vocational College, Heilongjiang Vocational and Technical College, Jiangsu Vocational and Technical College, Hunan Vocational and Technical College of Auto

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Alyami, Ali Obaid. "Reforming Saudi Legal Education for the Digital Age." International Journal of Higher Education 13, no. 5 (2024): 56. http://dx.doi.org/10.5430/ijhe.v13n5p56.

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This article reviews previous industrial revolutions and focuses on the immense technological advancement achieved by the Fourth Industrial Revolution and its impact on the quality of legal education in Saudi Arabia. It demonstrates how these technological developments affect the legal job market and the evolved needs it has created. This study finds that legal education in the Kingdom does not adequately engage with the job market requirements and the changing demands for legal services created by the Fourth Industrial Revolution. Therefore, this research suggests that legal education institu

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Thayer-Bacon, Barbara J. "Living During a Technological Revolution." Studies in Philosophy and Education 38, no. 6 (2019): 577–79. http://dx.doi.org/10.1007/s11217-019-09684-x.

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Li, Yu, Feng Zhijun, Zhang Nianchun, and Tao Xinchang. "The New Technological Revolution and Higher Education." Chinese Education 23, no. 3 (1990): 19–50. http://dx.doi.org/10.2753/ced1061-1932230319.

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11

Yuangeng, Liao. "The New Technological Revolution and Adult Education." Chinese Education 23, no. 3 (1990): 63–79. http://dx.doi.org/10.2753/ced1061-1932230363.

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12

Budzinskaya, Olga V., and Viktor G. Martynov. "THE TECHNOLOGICAL REVOLUTION CHALLENGES THE EDUCATION SYSTEM." Scientific Review. Series 1. Economics and Law, no. 4-5 (2017): 82–94. http://dx.doi.org/10.26653/2076-4650-2017-4-5-08.

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Thayer-Bacon, Barbara J. "Redefining Work and Education in the Technological Revolution." Studies in Philosophy and Education 38, no. 6 (2019): 581–90. http://dx.doi.org/10.1007/s11217-019-09649-0.

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14

Bitar, Nizar, and Nitza Davidovich. "Transforming Pedagogy: The Digital Revolution in Higher Education." Education Sciences 14, no. 8 (2024): 811. http://dx.doi.org/10.3390/educsci14080811.

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The rapid integration of Digital Learning into higher education, accelerated by the COVID-19 pandemic, has transformed educational landscapes globally. This qualitative study employs a phenomenological approach, through thematic analysis of in-depth interviews with 15 lecturers, to investigate the implementation of a Digital Learning initiative by the Council for Higher Education (CHE) and the Planning and Budgeting Committee (PBC) at a leading institution in northern Israel. Our findings reveal four interconnected domains influencing Digital Learning implementation: educational, personal, cul

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Levine, Howard. "The technological trigger: Fostering educational revolution." Journal of Science Education and Technology 4, no. 3 (1995): 245–54. http://dx.doi.org/10.1007/bf02211839.

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Kohnová, Lucia, and Nikola Salajová. "Industrial Revolutions and their impact on managerial practice: Learning from the past." Problems and Perspectives in Management 17, no. 2 (2019): 462–78. http://dx.doi.org/10.21511/ppm.17(2).2019.36.

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Technological changes that come with industrial revolution have largely affected businesses, as well as society. With the current technological shift and Fourth Industrial Revolution, many questions arise regarding the impacts and effects on current ways businesses operate. This study presents a retrospective analysis and overview of previous industrial revolutions. The aim of the retrospective analysis is to identify common characteristics that may lead to lessons learned for the forthcoming Fourth Industrial Revolution and thus complement the current debate on technological change. All previ

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Wang, Zhen. "Art and Design Education and Factors of Technological Revolution." Journal of Education and Educational Research 7, no. 3 (2024): 179–85. http://dx.doi.org/10.54097/0sr5b921.

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This study aims to explore the current development status of art and design education in China and the practice of technological revolution, and analyze the relationship between them. Understand the general profile of the respondents by investigating their gender, age, teaching years and other basic information. At the same time, the opinions of educators and students on the implementation level of art and design education are collected, including adhering to history and tradition, international influence, technological progress and innovation, education and research, market development and ap

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M O, Adedokun, Adeyemo C. W., Agboola B G, and Kayode G M. "The Role of Adult Education in Sustaining Cities and Communities in Nigeria: Impact of Fourth Industrial Revolution." International Journal of Educational Studies 3, no. 3 (2020): 88–96. http://dx.doi.org/10.53935/2641-533x.v3i3.144.

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This is an era of technological advancement. New things are springing up daily that needs to be supported with innovative ideas and creativity. Any state that is contented with the status quo is not bound to develop. For rapid development to take place in cities and communities, there is need for a level of disruption. This is the basis and core of the fourth industrial revolution. This paper is based on the fact that every country of the world needs to imbibe the idea of the newest technology with a view to attending to the various challenges facing development especially in Nigerian cities a

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Heid, M. Kathleen. "The Technological Revolution and the Reform of School Mathematics." American Journal of Education 106, no. 1 (1997): 5–61. http://dx.doi.org/10.1086/444175.

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20

Sion, Ronald T. "The Sixth Technological Revolution Shaping Today's High School Curriculum." Educational Forum 62, no. 4 (1998): 316–22. http://dx.doi.org/10.1080/00131729808984365.

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Aruna, Pavate. "Innovative trends that influence on teaching and learning process towards the revolution education 4.0." European journal of volunteering and community-based projects 1, no. 4 (2021): 1–19. https://doi.org/10.5281/zenodo.5816257.

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The aspiration of this work is to take up different innovative teaching and learning approaches in the era of the industrial revolution 4.0 (IR 4.0). Education 4.0 is a result of the revolution of industry 4.0 where technology and humans need to be coordinated to facilitate cutting-edge promises. The third industrial revolution was identified by information technology and the fourth industrial revolution influenced by artificial intelligence including wrapping of different updates like driverless cars, smart sensors, robots, autonomous drones, internet of things. This rapid optimization and di

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22

Kim, Hyung Hee. "Christian Education for Creativity in the Era of Technological Revolution." Theological Forum 114 (December 31, 2023): 71–106. http://dx.doi.org/10.17301/tf.2023.12.114.71.

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23

Ramlie, Mohd Khairulnizam, Ashraf Abdul Rahaman, Ahmad Khairul Azizi Ahmad, and Muhammad Abdullah. "The Evolution of Technology use in Education Institutions: Learning Method Innovation." Idealogy Journal 8, no. 1 (2023): 94–103. http://dx.doi.org/10.24191/idealogy.v8i1.407.

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The rapid evolution of technological tools, particularly in the provision of multimedia materials, has continued to support the development of multimedia materials. Because of the benefits offered in increasing motivation and emotions in student learning, multimedia materials began to be used in the education system. Every educational revolution has coincided with the advancement of technological tools. As a result, educational institutions must become more competitive in their use of technology tools in order to produce quality students and graduates. The education revolution is also seen in

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Грязнов, Сергей Александрович. "DIGITAL REVOLUTION IN EDUCATION." Vestnik Samarskogo iuridicheskogo instituta, no. 5(41) (December 25, 2020): 87–92. http://dx.doi.org/10.37523/sui.2020.41.5.015.

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В современном мире постоянно появляются новые технологии, которые оказывают кардинальное воздействие на нашу жизнь, на общество, в том числе на способы получения образования. «Человеко-машинная экосистема» - это новый мир, который возник благодаря таким технологиям, как искусственный интеллект, большие данные, Интернет вещей, 3D-принтер, мир, в котором привычная «нормальная» и виртуальная реальность переплелись. Сфера образования в основном является реактивной, поскольку новые прорывные технологии развиваются в других отраслях, а затем применяются и приспосабливаются к существующим образовател

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Sviatko, Martin. "Cambodia's Pathway to Education 4.0." Journal of Accounting, Finance, Economics, and Social Sciences 5, no. 1 (2020): 1–8. http://dx.doi.org/10.62458/jafess.160224.5(1)1-8.

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ABSTRACT This research paper seeks to analyze an ongoing fourth industrial revolution and its implications for tertiary education. The paper starts with a brief review of the Industry 4.0 framework, highlighting its trajectory, features, and main attributes. As technological advancement, disruption, and automation of processes appear to be the undeniable hallmarks of Industry 4.0, the global economy is undergoing a significant transformation – thus creating new economic winners and losers, while dodging the conventional East-West, North-South geo-economic divide. With these changes occurring o

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Sharrab, Yousef, Najwa Theab Almutiri, Monther Tarawneh, Faisal Alzyoud, Abdel-Rahman F. Al-Ghuwairi, and Dimah Al-Fraihat. "Toward Smart and Immersive Classroom based on AI, VR, and 6G." International Journal of Emerging Technologies in Learning (iJET) 18, no. 02 (2023): 4–16. http://dx.doi.org/10.3991/ijet.v18i02.35997.

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The technological revolutions greatly impact current and future Classrooms. These advances in technology include the revolution of artificial intelligence, virtual reality, and super highspeed internet. In the coming next generation (6G), the data rate will be very sufficient for live scenes in virtual reality applications such as telepresence and teleoperation. This paper review and discuss next-generation technologies in AI, VR, and communication. Moreover, we examine the motivation for establishing an Advanced Technology based Smart and Immersive Classroom (SIC) and the advantages of its av

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Liu, Yuewei, Jingyun Zheng, Jiahao You, and Boqu Hu. "Contemporary Technological Changes Impact on the Talent Training Objectives of Higher Vocational Education." Frontiers in Humanities and Social Sciences 2, no. 7 (2022): 58–63. http://dx.doi.org/10.54691/fhss.v2i7.1308.

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This study discusses the impact of contemporary technological changes on the cultivation objectives of higher vocational education.Today, the wave of the new science and technology revolution is impacting all fields of human society. Each occupation shows corresponding technical requirements and is subject to changes in science and technology, people's habits and other factors, resulting in a distinctive era. The technological revolution and occupational changes also require higher vocational education to make corresponding improvements and changes. The new round of scientific and technologica

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28

Lase, Delipiter. "EDUCATION AND INDUSTRIAL REVOLUTION 4.0." Jurnal Handayani 10, no. 1 (2019): 48. http://dx.doi.org/10.24114/jh.v10i1.14138.

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Abstract: Industrial Revolution 4.0 has brought changes in various aspects of human life. One of them is the education system. The problem is, what components of education are affected, and how to respond to these implications? This paper aims to explain changes and alignment that are required to be done in education so that the human resources produced by various educational institutions can compete and contribute globally. The type of research used is library research. The discussion shows that the development of current and future curricula must elaborate on the abilities of students in the

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Rahma, Icha Aulia, Mia Permata Sari Mia Permata Sari, and Saipul Annur. "INDUSTRY 5.0 REVOLUTION AND EDUCATION: ACHIEVING EQUALITY THROUGH TECHNOLOGY." Proceeding of International Conference on Education and Sharia 1 (August 31, 2024): 594–99. https://doi.org/10.62097/ices.v124.88.

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The Industrial Revolution 5.0 marks a new era in technological development, focusing on harmonious collaboration between humans and technology to create a balance between advanced technological capabilities and human emotional needs and creativity. In education, it is changing the way teaching and learning is done by integrating technologies such as artificial intelligence (AI), augmented reality (AR), and virtual reality (VR), enabling more personalized and adaptive learning and helping teachers focus on character development and critical thinking skills student. This research uses a literatu

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Meisuri, Meisuri, Patriandi Nuswantoro, Budi Mardikawati, and Loso Judijanto. "Technology Revolution in Learning: Building the Future of Education." Journal of Social Science Utilizing Technology 1, no. 4 (2023): 214–26. http://dx.doi.org/10.70177/jssut.v1i4.660.

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Background. This research explores the impact of the technological revolution on learning, with a focus on teacher and student perceptions. In this digital era, technology integration has become the main foundation in the educational process. Purpose. The research aims to analyse the extent to which technology is integrated in learning, evaluate teachers' perceptions of the role of technology, assess the influence of technology in increasing student motivation and participation, and identify the main barriers to adopting technology. Method. This research method uses a quantitative research sur

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Meisuri, Meisuri, Patriandi Nuswantoro, Budi Mardikawati, and Loso Judijanto. "Technology Revolution in Learning: Building the Future of Education." Journal of Social Science Utilizing Technology 1, no. 4 (2023): 214–26. http://dx.doi.org/10.55849/jssut.v1i4.660.

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Background. This research explores the impact of the technological revolution on learning, with a focus on teacher and student perceptions. In this digital era, technology integration has become the main foundation in the educational process. Purpose. The research aims to analyse the extent to which technology is integrated in learning, evaluate teachers' perceptions of the role of technology, assess the influence of technology in increasing student motivation and participation, and identify the main barriers to adopting technology. Method. This research method uses a quantitative research sur

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Malinetsky, Georgiy Gennadyevich. "Humanitarian-technological revolution and the crisis of higher education in Russia." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2019): 3–23. http://dx.doi.org/10.51314/2073-2635-2019-4-3-23.

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Currently, we see an acute shortage of specialists in many areas of life, which is increasingly called the «personnel disaster.» On the other hand, the prestige and relevance of education among Russian youth is declining. Reforms of education and science carried out in our country for more than 20 years did not give the desired result. The level of education in both secondary and higher schools has fallen significantly in comparison with the Soviet system of the 1980s and the leading countries. This is clearly shown by international comparisons. The situation in the education system of Russia

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AL-MAASHANİ, Mizoon Amer BAKHİT, and Noorhayati BİNTİ HSHİM. "IMPACT OF THE FOURTH INDUSTRIAL REVOLUTION ON EDUCATION AND THE PRINCIPALS’ CHALLENGES." vol 5 issue 15 5, no. 15 (2019): 1643–58. http://dx.doi.org/10.18769/ijasos.592134.

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The digital revolution led to the birth of the Fourth Industrial Revolution, which opened new, unlimited areas of creativity and innovation in various scientific fields. It has created a set of new technologies that combine three key elements: physical, digital, and biological, to produce unprecedented rapid variables in human life. The problem is that this revolution created the challenges facing all organizations and institutions, including educational institutions, when it imposed requirement of highly efficient, the education is required to keep abreast of technological developments, while

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Albulescu, Ion, Adriana Denisa Manea, and Cristian Stan. "Study on the Impact of Intercultural Education and the Technological Revolution on Sustainable Education." Social Welfare: Interdisciplinary Approach 15 (March 28, 2025): 20–37. https://doi.org/10.15388/sw.2025.15.2.

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The quality education of young people in formal institutionalized frameworks is achieved only by connecting to the socio-cultural reality, while adapting to the transformations/changes caused by technological developments. Our study aims to investigate the perception of current and future teachers for primary and preschool education regarding the role and impact of the digital revolution on the achievement of quality educational actions and the influence of intercultural education in the economy of a sustainable education. The study was conducted on a sample of 354 students of the Faculty of P

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Lahmudin Lubis, Marhan Hasibuan, and Muhammad Arif Hidayat. "Islamic Education and Industrial Revolution 4.0." Tadrib: Jurnal Pendidikan Agama Islam 11, no. 1 (2025): 138–44. https://doi.org/10.19109/tadrib.v11i1.27949.

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Globalisation refers to the process of integration and interaction among countries, individuals, and institutions across the world. Islamic education, which traditionally emphasises religious values, is now challenged to preserve its core principles amid rapid technological and societal transformations. The emergence of the Industrial Revolution 4.0, marked by advanced digital technologies, minimises physical boundaries and accelerates knowledge exchange. This study aims to examine the impact of globalisation on Islamic education, particularly focusing on the challenges brought by modernisatio

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Ghista, Dhanjoo N., and Ravi S. Sharma. "Rethinking higher education for the 4th Industrial Revolution: Synergetics in global social transformations and society building." Journal of Policy and Society 1, no. 1 (2023): 141. http://dx.doi.org/10.59400/jps.v1i1.141.

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This paper highlights the need for our Rethinking Education towards a global common good and cultivating New Era universities for the 4th Industrial Revolution (4IR). 4IR represents a fundamental change in the way we live, work, and relate to one another. It is a new chapter in human development, enabled by extraordinary technological advances commensurate with those of the first, second, and third industrial revolutions. Indeed, the 4th Industrial Revolution measures up with the Post-Capitalist Society, involving policies catering to human living needs, enabling people to have a Neo-humanist

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Mabrouk, Fatma, and Hiyam Abdulrahim. "COVID-19 and the Digital Transformation of Saudi Higher Education." Asian Journal of Distance Education 15, no. 1 (2020): 291–306. https://doi.org/10.5281/zenodo.3895768.

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This paper examines the effectiveness of the fourth industrial revolution technologies in mitigating the COVID-19 effects on higher education, through using digital learning and technological work systems as substitutes for traditional learning and work systems in Saudi Arabia. However, due to COVID-19 pandemic, all universities shut down and continued its role of providing educational services and keeping work going on using digital learning and technological work systems. Using a survey implemented in different universities for various colleges directed to faculty staff and students, the stu

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ABD-RABO, Aysha Mohammad, and Sherine Adnan HASHAIKEH. "THE DIGITAL TRANSFORMATION REVOLUTION." International Journal of Humanities and Educational Research 03, no. 04 (2021): 124–28. http://dx.doi.org/10.47832/2757-5403.4-3.11.

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In the context of sweeping social, economic, technological, and demographic changes, digital transformation is a series of deep and coordinated culture, workforce, and technology shifts that enable new educational and operating models and transform an institution’s operations, strategic directions. Digital transformation is a destination that is practically mandatory for most organizations. The interconnectivity that it fosters will make the communication flow between students and teachers more fluid. It also helps to improve the relationship and promotes the best use of available resources, e

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Azmi, Aini Najwa, Yusri Kamin, Muhammad Khair Noordin, and Ahmad Nabil Md Nasir. "Towards Industrial Revolution 4.0: Employers' Expectations on Fresh Engineering Graduates." International Journal of Engineering & Technology 7, no. 4.28 (2018): 267–72. http://dx.doi.org/10.14419/ijet.v7i4.28.22593.

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From the pass until now, the industry was affected by technological change and innovation. These paradigms are called industrial revolutions. These revolutions were caused by mechanization (1st industrial revolution), use of electrical energy (2nd industrial revolution) and electronics and automation (3rd industrial revolution).Â All these industrial revolutions did influence only the production itself, but also the labour market and the educational system as well.Â Currently, due to the development of digitalization and robotics, we are facing the next industrial revolution, known as the Indu

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Suwandi, Metsa Fajrianti Kusumah, and Muhammad Alfat. "Learning models innovation in industrial revolution 4.0 era." Curricula: Journal of Curriculum Development 1, no. 2 (2022): 101–14. http://dx.doi.org/10.17509/curricula.v1i2.48799.

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The era of the Industrial Revolution 4.0 has created a shift in every dimension of life, one of which is the education dimension. In anticipating the rapid transformation that is taking place, education must always develop its competence and academic innovation. This study aims to analyze the education that occurs, the learning models used, as well as the innovative curriculum set in the era of the Industrial Revolution 4.0. The method used in this research is the literature study method. The data generated using this method were re-analyzed through the stages of reading and recording data as

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Gaytamirova, Satsita A., Galina A. Ovseenko, and Zarema U. Temirova. "PRACTICAL LOGIC AND POSSIBILITIES OF DIGITAL TRANSFORMATION DEVELOPMENT: SOCIAL AND CULTURAL CHANGES." EKONOMIKA I UPRAVLENIE: PROBLEMY, RESHENIYA 5/5, no. 158 (2025): 178–83. https://doi.org/10.36871/ek.up.p.r.2025.05.05.022.

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With the development of a new round of the scientific and technological revolution and the industrial revolution, digital transformation has become a common idea in the global educational community. Currently, the digital transformation of higher education is in its early stages, and the overall logical structure of the digital transformation is still unclear. The question of how to deploy and build an information system for higher education institutions has become a problem that colleges and universities urgently need to address. As a process that focuses on technological innovation and chang

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FOX, Sarah Jane. "Policing - The technological revolution: Opportunities & challenges!" Technology in Society 56 (February 2019): 69–78. http://dx.doi.org/10.1016/j.techsoc.2018.09.006.

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Mashkina, Olga Anatolevna. "BRICS: development strategies for higher education." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2017): 40–48. http://dx.doi.org/10.51314/2073-2635-2017-2-40-48.

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The fourth industrial revolution that has begun in the world makes intellectual and creative work more demanded and sets new tasks before the sphere of education. Whether a country remains on the periphery of development or will become one of the leading countries depends on the ability of higher education, to prepare innovative personnel for a technological breakthrough. The article analyzes the ability of the BRICS countries to reduce the technological gap from the West developed countries. Based on the comparative data, the main trends and factors impacting the development of the higher edu

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Ivanov, V. V., and G. G. Malinetsky. "Philosophical Foundations of the Humanitarian and Technological Revolution." Russian Journal of Philosophical Sciences 62, no. 4 (2019): 76–95. http://dx.doi.org/10.30727/0235-1188-2019-62-4-76-95.

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The articles discusses the philosophical foundations and the traditions of the theory of the humanitarian and technological revolution (HTR). The subject-matter of HTR theory is the description and forecast of the transition from the industrial to the post-industrial phase of civilization development as well as the strategy and the most effective methods of management of various socio-economic systems. This theory, actively developing in recent years, focuses on goal setting and on determining priorities and development criteria in the field of technology, science and education. The current re

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I. Oladele, Jumoke, and Mdutshekelwa Ndlovu. "Perception of Technological Integrations as a Catalist for Steam Teacher Education." Journal of Vasyl Stefanyk Precarpathian National University 11, no. 3 (2024): 75–90. http://dx.doi.org/10.15330/jpnu.11.3.75-90.

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STEAM Education connotes the addition of Arts to STEM education. The fourth industrial revolution as a buildup from the first three revolutions is rapidly changing the education landscape. This study examined students’ perception of technology integration for enhancing STEAM teacher training programmes in VUCA times while investigating influencing factors and impending challenges for a holistic assessment. The descriptive survey research design was adopted for this study. The population for the study was students for tertiary institutions while the target population was university teacher trai

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Stupina, N. S., D. I. Murenko, and N. N. Makarenko. "Investment policy and development of higher education in Russia (1960s-1970s)." Interexpo GEO-Siberia 5 (May 18, 2022): 67–73. http://dx.doi.org/10.33764/2618-981x-2022-5-67-73.

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The historical aspect of the relationship between investment policy and policy in the field of higher education is considered. The main "problem areas" in the development of higher education of the described period are described. Attention is drawn to the negative consequences of using the so-called residual principle in relation to the formation of culture. The attempts of the country's leadership to overcome the investment crisis and replenish the budget, based on scientific and technological progress and the training of highly qualified personnel, are considered. The educational breakthroug

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Sufhariyanto, Ahmad, Alkausar Alkausar, and Amri Amri. "Relevansi Pendidikan Agama Islam Dalam Menghadapi Tantangan Modern." Jurnal Al-Kifayah: Ilmu Tarbiyah dan Keguruan 2, no. 2 (2023): 342–51. http://dx.doi.org/10.53398/ja.v2i2.343.

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Islamic religious education in facing modern challenges is a significant issue in the context of today's development of society. Technological revolution, religious pluralism, changing values, consumerism, and secularization are some of the challenges that affect the understanding and practice of Islamic religious education. Therefore, this study aims to discuss the understanding and practice of Islamic religious education in dealing with these challenges in the modern era. This study uses a descriptive-analytical approach through literature review of journals, articles and related literature.

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Cornford, Ian R. "Schooling and Vocational Preparation: Is a Revolution Really Taking Place?" Australian Journal of Education 42, no. 2 (1998): 169–82. http://dx.doi.org/10.1177/000494419804200204.

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ONGOING technological and economic revolutions have resulted in concerted efforts to increase the vocational content of the curriculum. Viewed from historical and sociological perspectives, what is occurring is an overdue realignment of curriculum content and the needs of the society. Polarisations and false dichotomies promoted by the idealised liberal education philosophy are disappearing. Changes to the nature of knowledge, skill, and work require new forms of vocational education which reconcile the theoretical and practical, while research seeking more effective academic learning is itsel

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Terentyeva, T. B. "Organizational structure 4.0: challenges and prospects." Economics and Management 29, no. 6 (2023): 730–42. http://dx.doi.org/10.35854/1998-1627-2023-6-730-742.

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Aim. This article deals with the evolution of the development of organizational structures depending on the technological paradigms (industrial revolutions), the characteristics of manufacturing and consumer preferences.Tasks. To analyze the relevant research papers in the context of the chosen topic; to systematize the used organizational structures, taking into account production features and consumer preferences; to systematize and offer a classification of organizational structures as applied to a technological paradigm (industrial revolution); to describe the requirements to the new organ

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Al Munawaroh, Siti Zahra, and Dinie Anggraeni Dewi. "Peran Pendidikan Kewarganegaraan di Era Revolusi Industri 4.0." Journal on Education 3, no. 4 (2021): 291–98. http://dx.doi.org/10.31004/joe.v3i4.377.

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This research is intended to determine the role of Citizenship Education in the Industrial Revolution Era 4.0. The research method uses a qualitative approach with literature study methods from reliable sources. The era of the Industrial Revolution 4.0 was indeed very influential in every aspect of life. Everything becomes easier and instant. However, the impact of the 4.0 industrial revolution was not always good. There are many negative sides to the advancement of the internet. What is the role of Citizenship Education in the era of the industrial revolution 4.0? Is Citizenship Education sti

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