Conference LIS 2022 @ Kota Jambi, Indonesia.

E-ISSN : 2985-4393

VED 002 :
The Fourth Industrial Revolution: Potential of Artificial
IntelligenceTechnology in TVET education
Umaimah Binti Mokhtar1
1
Department of Information and Communication Technology, Mersing Polytechnic
umaimah@tvet.pmj.edu.my
Wizni Khairah Binti Mohd Nawi2
2
Department of Information and Communication Technology, Mersing Polytechnic
wizni@tvet.pmj.edu.my
Jaidi bin Ahmad3
3
Department Of Electrical Engineering, Mersing Polytechnic
jaidi@tvet.pmj.edu.my

ABSTRACT. The study aims to explore the potential of Artificial Intelligence technology in
Vocational Education among the students of Mersing Polytechnics. Questionnaires were
also distributed toa total of 313 students enrolled in Diploma of Information Technology
(Digital Technology), Diploma (Digital Technology), Diploma of Electrical Engineering and
Diploma in Business Studies. Data were processed using IBM SPSS version 27 to calculate
the mean and standard deviation.The analysis of the respondents among the target students
showed a positive result. The results indicate that the knowledge level of the students
regarding AI is medium. On the other hand, the attitude towards AI technology is high. This
means that the students' willingness to engage with IR 4.0 is high. Therefore, lecturers
should know the knowledge and attitude of students to provide improve the quality
of teaching by using a variety of attractive teaching strategies. At the same time, the
higher education system must adequate facilities to promote the achievements of vocational
education and training and meet the requirements of Industry 4.0.

KEYWORDS: Fourth Industrial Revolution; Artificial Intelligence Technology; TVET

education

1 INTRODUCTION

Artificial intelligence (AI) is the study of devices that observe their environment and take
actions that maximise their chances of success in achieving a particular goal. Generally, the
term is used to describe how machines mimic human cognitive functions such as learning
and problem solving. Kaplan and Haenlein (2019) define AI as "the ability of a system to
correctly interpret external data, learn from that data, and use those insights to achieve
specific goals and tasks through flexible adaptation". Poole and Mackworth (2010) refer to
AI as "the field concerned with the synthesis and analysis of intelligently acting computer
agents." An agent is something (or someone) that acts. An agent is intelligent if:
1. its actions are appropriate to its circumstances and goals; 2. it can respond flexibly to
changing environments and goals; 3. it learns from experience; and 4. it makes appropriate
decisions given its perceptual and computational limitations.
The first industrial revolution used water and steam power to mechanise production. The
second used electrical power to enable mass production. The third used electronics and
information technology to automate production. Now a fourth industrial revolution is building
on the third, the digital revolution, which has been underway since the middle of the last
century. It is characterised by a fusion of technologies that blurs the boundaries between the
physical, digital and biological spheres. According to Schwab (2017), Industrial Revolution
4.0 focuses on AI, robotics, drones, IoT, quantum computing and autonomous vehicles. In
a broader sense, AI can imitate ' human intelligence.

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Mustapha (2022) describes that today, the gaps are being bridged by the convergence of
cloud computing, artificial intelligence (AI), the Internet of Things (IoT), humanoid robotics,
autonomous vehicles, drones, 3D printing and digital genetic sequencing. In Malaysia,
advanced AI knowledge and skills are still considered a black swan, while Malaysia faces a
shortage of talent in these fields. ISTE (2021) discovered that for this reason, few National
Occupational Skills Standard (NOSS) standards are listed in categories for AI skills.
However, AI is evolving rapidly - it is expected that children attending primary school today
will be working in 'jobs' that do not even exist yet. Tuomi (2018) found that in such a rapidly
changing economic and employment landscape, the ability to prepare for future skills
ensures that VET graduates are equipped with relevant skills to meet the demands of
Industry 4.0. AI is expected to transform teaching and learning in VET in a few years' time.
The pace of technological change is such that it will put great pressure on the transformation
of educational practises, curricula and policies.

2 PROBLEM STATEMENT

Artificial intelligence (AI), a radical concept developed by computer scientists in the

1950s, now has enormous applications in our daily lives. It plays an important role in
manufacturing, healthcare, finance, marketing and many other areas. Companies and
people around the world rely on machine learning, robotics and artificial intelligence to
improve their products, processes and customer experience. Whether it's the cars we drive,
computers that predict the weather, toys that learn to interact with children or writing
computer code, AI is changing the way we live, work and play.
However, concerns are often raised when the role of humans is increasingly replaced
by robots. Low-skilled workers such as production workers could be affected as their work
is slowly replaced by the use of robots or other digital computer systems. However, high-
skilled workers for software systems development, artificial intelligence, designers and
programmers are urgently needed in the Industrial Revolution 4.0. We may no longer need
a large workforce, but highly skilled workers will be in demand in the labour market now and
in the future.
The education system needs to be changed by familiarising students from primary
school to higher education with Industrial Revolution 4.0. Students must be given enough
knowledge to develop technologies, such as creating codes and algorithms and developing
application systems, which can now be easily developed in primary school. If early exposure
to technologies related to Industry 4.0 is possible and encouraged, we can create a skilled
workforce that meets the demands of the market.

The Polytechnic is an institution of higher learning under the Ministry of Higher Education,
which produces many semi-professionals.
Therefore, as semi-professional energy producers, teaching and technical foundations
for holistic learning are very important to create individuals who not only understand but also
act as a source of global energy needs and add value to the world market as the country
needs to effectively address the needs of Industry 4.0. The aim of this study was to identify
the potential of AI technology in vocational education. In this way, a curriculum can be
developed that can be matched by lecturers through teaching and learning techniques to the
level of AI proficiency of technical students in polytechnics. Student performance is also
influenced by the lecturers' teaching, teaching techniques, knowledge and personality.
Students' confidence in lecturers and their beliefs lead to curiosity. This ensures that future
graduates are highly competitive, leading to a market that meets current educational needs
worldwide.

3 OBJECTIVES
The aims of this research are:
i. To determine the level of students' knowledge of AI technology in vocational
education.
ii. To analyse students' attitude towards AI technology in vocational education.
iii. To make suggestions for future research.

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This study also considers students' opinions about how they think about AI technology.
Therefore, we hope it will help students develop a positive attitude to enhance their learning
courses. Meanwhile, lecturers can use this study as a guide to improve their teaching skills
by combining AI technology with teaching and learning more effectively.

3.1 RESEARCH QUESTION

The research questions are as follows:
i. Is the level of knowledge of students regarding AI technology satisfactory?
ii. Is the students' attitude towards AI technology at a good level?

3.2 LIMITATION
The researcher focuses on students from the Department of Information and
Communication Technology, the Department of Electrical Engineering and the Department
of Commerce at Mersing Polytechnic.

4. LITERATURE REVIEW
In this chapter, the researcher can explain some of the views of scholars who
conducted research for Artificial Intelligence Technology In TVET Education. It is expected
that the results of these may help researchers to continue a more comprehensive
understanding.

4.1 The potential for artificial intelligence (AI) to increase output and effectiveness

Although artificial intelligence (AI) has the potential to increase an organization's

production, efficiency, and accuracy, is this wholly advantageous? Many people worry that
the emergence of AI will result in robots and machines taking the jobs of humans, and they
see this technological advancement as a threat rather than a way to enhance humanity.
Due of the wide range of occupations that AI may affect, Marria, V. (2019), argues that
it is critical to address the drawbacks of these technologies.
i. By creating an efficient and successful implementation that enables everyone to
profit, business must get over the trust and prejudice challenges around AI.
ii. For social inequality to be avoided, governments must ensure that benefits from AI
are evenly distributed throughout society.
According to Marria, V. (2019), in order to effectively harness the power of AI, we must
address the issue both in business and education. Education systems should concentrate
on preparing students for jobs like programmers and data analysts, which are directly related
to using AI. This necessitates a greater focus on STEM disciplines (science, technology,
engineering and mathematics). Subjects that focus on developing creative, social, and
emotional skills should also be promoted. Humans will always be more productive than
computers in jobs demanding interpersonal skills and creativity, even though artificial
intelligence will be more productive than humans for monotonous tasks.

4.2 The impact of artificial intelligence on the TVET (Technical and Vocational
Education and Training) education talents

Feng Hui (2020) asserts that vocational education encompasses both academic and
practical training. Traditional teaching techniques will only be repeated if pupils are still being
taught to be mechanised. Certain low-level employment in manufacturing, services,
accountancy, and other industries could be replaced by artificial intelligence. As a result,
graduates of vocational education won't be able to obtain employment. The vocational
education sector will be significantly impacted by this situation. The vocational education
sector will also have to decide whether to go out of business. Regarding the current impact
of artificial intelligence on vocational education, it can be categorised into three categories.
First, to foster more abilities to meet society demands, vocational education must
include artificial intelligence majors. Second, the development of artificial intelligence
technology will have an impact on many spheres of social life. Vocational education
institutions should swiftly modify conventional educational concepts and promote compound

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technological capabilities due to the increased demand for professionals with professional
abilities brought on by artificial intelligence technology. Thirdly, major changes will be
brought about by developments in artificial intelligence technology. As a result, the field of
vocational education must modify the traditional teaching strategy and quickly incorporate a
number of artificial intelligence technologies in order to improve education quality. To
decrease the impact of artificial intelligence, lecturers should properly plan and prepare for
the reform and innovation of vocational education.

4.3 How to enhance the knowledge and attitude of AI in TVET education?

4.3.1 Increase the percentage of artificial intelligence thought.
For students' future development, teachers' consideration of enhancing artificial
intelligence in the course of vocational education is crucial. Artificial intelligence will have a
bigger impact on industries that have more or less capacity for thought. As a result,
vocational education needs to change along with the times in order to keep up with the
rapidly evolving information era. For instance, lecturers can make a stronger case for
incorporating artificial intelligence concepts into lessons.
As a result, lecturers can choose whether to use artificial intelligence depending on the
subject. If the subject being taught by the lecturer requires the development of artificial
intelligence, the lecturer should choose in the direction of cloud computing, the Internet of
Things, and big data, and choose the direction suitable to give a specific description to
improve the professionalism of artificial intelligence knowledge.
Lecturers can respond appropriately by drawing on the original courses as a
foundation. As example, lecturers can start with the meaning and application of terms like
intelligent response, knowledge graph, Internet of everything, etc. to optimise and adjust the
teaching content and supplements and ensure that students fully comprehend how artificial
intelligence is used in the courses they are taking. Additionally, professors can design
interactive learning environments based on industry expertise and artificial intelligence. This
system's primary objective in this situation is to help students become more accustomed to
how artificial intelligence may affect the outside world.

4.3.2 Combine artificial intelligence to innovate the teaching method

Instructional, assessment, evaluation, and teaching administration, among other

things, are the main components of vocational education. The traditional vocational
education's links are not particularly apparent, and this makes it easy to mix up the various
education measures' needs. The use of artificial intelligence in education is becoming more
and more common. Each component of the teaching reform is successfully applied to raise
the professional standards of the students based on the advantages of artificial intelligence.
As an example, lecturers can analyse student learning specifically using the big data
analysis system in artificial intelligence.
Different students are in different learning environments and states of development.
Because there are numerous subjects taught in lectures and many students being taught by
lecturers in vocational education, it is crucial to employ big data analysis tools so that
lecturers can keep track of every student. According to the functional system's student
learning report, teachers can plan their lessons more precisely, create corresponding
teaching strategies, and make focused changes to the original lesson plan in order to better
adapt the current teaching style to the needs of the students' current and future development
and achieve precise teaching.
The education system will automatically present the assessment report based on
the student's weak or strong knowledge links after correcting their assessment papers. To
avoid wasting teaching resources and get the greatest learning impact in the shortest
amount of time, lecturers can utilise the report to communicate specific knowledge to various
students using diverse examples. The application of artificial intelligence systems to
instructional management can also result in the intended outcomes.

5 METHODOLOGY

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5.1 Research Design

The research was conducted by a quantitative and descriptive approach descriptive
through questionnaire distribution to 313 respondents among the students in Polytechnics
Mersing, Johor. Quantitative research is the numerical representation and manipulation of
observations to describe and explain the phenomena that those observations reflect. It is
used in a wide variety of natural and social sciences, including physics, biology, psychology,
sociology, and geology (Wikipedia Encyclopedia, 2005).

5.2 Research Instrument

A questionnaire is a research instrument that consists of a set of questions on a Likert
scale which is analyzed to answer the question from respondents. Thus, the Likert scale
typically provides five possible answers to a statement or question that allows respondents
to indicate their positive-to-negative strength of agreement or strength of feeling regarding
the question or statement. Working with quantitative data, it is easy to collect data; and draw
conclusions, reports, results, and graphs from the responses.
Two domains that were studied :
i. Level of Knowledge about AI among students.
ii. Level of Attitude about AI among students.

6 RESULTS AND DISCUSSION

Table 6.1 shows the frequency and percentage of respondents who answered the
questionnaire based on gender. According to the table, the number of male respondents
was 164 (52%), and for females was 149 (48%).

Table 6.1: Analysis Of Respondent Distribution By Gender

Gender Frequency Percent (%)

Male 164 52
Female 149 48
Total 313 100

Besides, table 6.2 explains the distribution of frequency and percentage of

respondents who answered on the potential of students toward AI In TVET Education at the
Mersing Polytechnics by the program. The number of respondents who answered the
questionnaire was from students who have registered for the Diploma of Information
Technology (Digital Technology) n= 170, (54.3%), Diploma of Electrical Engineering n = 95,
(30.4%), and Diploma in Business Studies n = 48, (15.3%).

Table 6.2: Analysis Of Respondent Distribution By Program

Program Frequency Percent (%)

Diploma of Information Technology 170 54.3
(Digital Technology)
Diploma of Electrical Engineering 95 30.4
Diploma of Electrical Engineering 48 15.3
Total 313 100

Derived from the analysis of table 6.3, it can be seen that the achievement of 30
respondents in the pilot test was at a good level. The purpose of the pilot test is to evaluate
the level of validity and reliability of the research instrument. These items were tested for
validity and reliability in a pilot study using a sample similar to the actual study sample.
Reliability refers to internal stability and consistency. Based on Cresswell (2005), (2010);
Pallant (2001); the Cronbach Alpha value exceeds 0.60 which concludes that items have
good internal stability and consistency. Siti Rahayah (2003) stated that the value of
Cronbach’s Alpha concludes that items have good reliability and can be practiced.

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Table 6.3: Alpha, α value for each item construct of the question

Construct Item number Cronbach’s Alpha value, α Standard of level

Level of Knowledge of 7 0.969 very high
AI
Level of Attitude of AI 10 0.978 very high

As a result, the value of total alpha Cronbach demonstrates a very high value of validity
and reliability of the instrument. Based on the analysis of figure 6.3, it can be seen that the
Coefficient Alpha score for the Level of Knowledge test is 0.969, meeting the level of validity
and reliability of the instrument. In the meantime, the value of the total Alpha Cronbach of
Attitude is 0.978.
The value of total correlation and alpha Cronbach demonstrate a very high value of
validity and reliability of the instrument. The following is the table of analyses for each
question contained in the questionnaire that was given to the students. To obtain the mean
value and standard deviation of each item, the data is processed using IBM SPSS Version
27.
Table 6.4: Descriptive Statistics in Knowledge Level

Number Item Mean Std. Deviation

B1 I know about the Artificial Intelligence technology 4.03 0.718

B2 I have seen the use of Artificial Intelligence Technology 4.04 0.789
around me
B3 I know the advantages of Artificial Intelligence 4.09 0.778
Technology
B4 I used to use Artificial Intelligence technology in the 3.74 1.013
learning process
B5 I know that Artificial Intelligence technology requires 4.10 0.769
careful planning because it involves high costs.
B6 I know that Artificial Intelligence technology requires 4.24 0.767
careful planning because it involves high costs.
B7 I know that Artificial Intelligence technology provides 4.24 0.794
bright career opportunities in the future

Table 6.5: Descriptive Statistics in Attitude Level

Number Item Mean Std. Deviation

C1 I am motivated to study Artificial Intelligence technology 4.10 0.736
C2 I feel satisfied when accessing Artificial Intelligence 4.14 0.752
technology
C3 I am interested to attend AI-related courses to improve my 4.19 0.758
knowledge and skills.
C4 I am motivated to involve in the development of AI-related 4.16 0.751
projects
C5 Artificial Intelligence technology is easy to use 4.12 0.782
C6 Artificial Intelligence technology affects my daily life 4.10 0.764
C7 Artificial Intelligence technology makes the teaching 4.22 0.746
atmosphere more fun
C8 Artificial Intelligence technology encourages me to 4.15 0.797
enhance problem- solving skills
C9 Artificial Intelligence technology assists the student in the 4.24 0.802
learning and teaching process
C10 Artificial Intelligence technology will stimulate student 4.20 0.800
interest to focus on the learning and teaching process

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With regard to the analysis of the respondents conducted among the target students,
the results were found to be positive, as the required research questions need to be touched
up. The research shows that the level of knowledge and attitude towards Artificial
Intelligence (AI) is at a medium level. In Table 6.4, the analysis shows that the mean
knowledge level is between 3.74 and 4.24. Items B6 and B7 have the highest mean score
of 4.24. This means that students know more about the fact that AI technology requires
careful planning because it involves high costs and offers good career opportunities in the
future. However, the lowest mean value is found in item B4, which means that students have
not used AI technology in the learning process as one might expect.
The statistics in Table 6.5 shows that the mean score of attitude ranges from 4.10 to 4.24.
The highest mean is 4.24 for the attitude level.
This explains why AI technology assists students in the learning and teaching process.
Therefore, lecturers should be aware of students' knowledge and attitudes to improve
teaching quality by using a variety of attractive teaching strategies. In the meantime, the
higher education system needs to provide adequate facilities for the role and achievement
of TVET education to address the needs of Industrial 4.0 effectively. These studies, however,
do not reflect perfect results, but they are adequate as an initial platform for reviewing the
teaching and learning process as a guide towards a more holistic assessment, and they are
dependent on the level of target respondents.

7 CONCLUSION

According to Halili (2019), higher education institutions must continue to integrate

innovative methods to strengthen the teaching and learning process and meet the demands
of the Industrial Revolution 4.0 (IR4.0) in education. VET should actively engage in
innovative reforms of teaching content and methods to adapt to the changing jobs, talent
levels and quality of talent demand brought about by artificial intelligence. The organic
integration of artificial intelligence and vocational education through investigation and
analysis can find out the problems and gaps in students' vocational skills, propose solutions
and approaches, and transfer the tasks of vocational education into actual teaching. In this
way, students can meet the needs of composite talents and improve their overall quality.
Feng Hui (2020).
As students are more open to the use of technology, educators need to take a step
forward. Malaysia needs to improve its education system so that it can be one of the most
competitive countries in the world in line with the Industry 4.0 revolution. In addition, the
Malaysian Ministry of Education needs to provide adequate facilities to educational
institutions so that they can effectively use Technology 4.0. Previous studies have shown
that the use of technology has helped students to improve their learning (Halili, Nurul &
Rafiza, 2018; Halili & Suguneswary, 2016; Halili & Hamidah, 2016; Maryam & Halili, 2015).
In the era of Education 4.0, students can search, interact, collaborate, etc. millions of
information on the internet. As part of the Fourth Industrial Revolution (IR 4.0), which is
primarily focused on the utilisation of digital technologies, artificial intelligence (AI), and big
data, TVET students should also receive training in technological literacy (Karim et al., 2020;
Karim & Mustapha, 2020).
Therefore, policy makers need to play their role by engaging teachers to use the latest
technology 4.0 in the teaching and learning process. To develop their skills and
competencies, educators need to attend trainings to learn how to use this advanced
technology professionally. According to (Lawless & Pellegrino, 2007), educators who
integrate technology with new teaching methods acquired through professional training can
improve student achievement. Professional development courses must be designed to teach
beliefs about successful teaching, strategies for improved teaching and learning, and
curriculum design for instructional purposes (Chen, 2008). According to (Wepner, Tao &
Ziomek, 2006), educators who undertake professional development gain knowledge about
integrating ICT and organising technology in the classroom.

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