Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Region I
LUNA COLLEGES, INC.
GRADUATE SCHOOL
Tayug, Pangasinan

WRITTEN REPORT
(EdC 221/EdM 216 – Current Trends and Issues in Education)

Topic: IMPLICATIONS OF EDUCATION 4.0

Industry 4.0 refers to the fourth industrial revolution. It calls for a dynamic
transformation of how all aspects of business and production are done. A new wave
of global technology will change global production. Internationalization will be the
norm in all aspects of business and industry. Countries can no longer remain
confined within their borders but must become citizens of the world. Leaders in this
new era will need to be critical thinkers, and problem solvers, and be able to interact
across the globe. In short, they need to be liberally educated.

That kind of thinking is both reflective and interdisciplinary. Schools must reinvent
themselves quickly. They need to adapt to the demands of Industry 4.0 and have the
obligation to come out of their shell and hermetic spaces and try to give as many

Submitted by: RAZHIMAE KHYLE A. TANGALIN Submitted To: Prof. DOMINGO N. CABARTEJA
opportunities as possible by creating adequate contexts for students to be prepared
for future jobs.

Education 4.0 is a term that refers to the transformation of education in response to

the rapid advancements and integration of technology in various aspects of society.
It builds upon the principles of Industry 4.0 and applies them specifically to the field
of education. Education 4.0 encompasses several key elements:

 Personalized learning: Education 4.0 recognizes that learners have diverse

needs, interests, and learning styles. Technology enables personalized
learning experiences tailored to individual students, allowing them to learn at
their own pace, explore topics of interest, and receive customized feedback
and support.
 Digital literacy and fluency: Education 4.0 emphasizes the development of
digital literacy and fluency among students and educators. It includes teaching
basic computer skills, information literacy, critical thinking, and digital
citizenship to navigate and evaluate the vast amount of information available
in the digital age.
 Blended and online learning: Education 4.0 embraces blended learning
models, which combine traditional face-to-face instruction with online and
digital resources. It recognizes the value of online platforms, educational
apps, virtual classrooms, and other digital tools to enhance learning
experiences, promote collaboration, and provide access to educational
opportunities beyond physical boundaries.
 Learning analytics and big data: Education 4.0 leverages learning analytics
and big data to gather insights about student performance, engagement, and
learning patterns. By analyzing this data, educators can make data-informed
decisions to tailor instruction, identify areas of improvement, and provide
timely interventions for struggling students.
 Collaboration and global connections: Education 4.0 promotes collaboration
and connectivity among learners, educators, and experts worldwide.
Technology facilitates communication and collaboration beyond the
classroom, enabling students to work together on projects, engage in virtual
exchanges, and learn from diverse perspectives.

Submitted by: RAZHIMAE KHYLE A. TANGALIN Submitted To: Prof. DOMINGO N. CABARTEJA
  Lifelong learning and upskilling: Education 4.0 recognizes the need for
continuous learning throughout life due to rapid technological advancements
and changing job market demands. It emphasizes the development of skills
such as critical thinking, problem-solving, creativity, adaptability, and
resilience to prepare individuals for a dynamic and uncertain future.
 Entrepreneurship and innovation: Education 4.0 fosters an entrepreneurial
mindset and encourages innovation among students. It promotes creativity,
risk-taking, and the development of entrepreneurial skills, enabling students to
identify opportunities, solve real-world problems, and contribute to economic
growth and societal well-being.
 Ethical and responsible use of technology: Education 4.0 addresses the
ethical considerations associated with technology use. It emphasizes digital
ethics, privacy, cybersecurity, responsible use of social media, and the impact
of technology on individuals and society. It aims to develop responsible digital
citizens who understand the ethical implications of their actions.

Education 4.0 envisions a learner-centric, technology-enhanced, and future-focused

education system that prepares individuals for the challenges and opportunities of
the digital age. It seeks to empower learners with the knowledge, skills, and attitudes
necessary to thrive in a rapidly evolving global society.

In other words, Industry 4.0 will require the world to produce a new kind of worker—a
knowledge worker! Tomorrow’s industry leaders and managers must possess new

Submitted by: RAZHIMAE KHYLE A. TANGALIN Submitted To: Prof. DOMINGO N. CABARTEJA
skill sets to adapt, manage, and take advantage of Industry 4.0. They must be critical
thinkers, problem solvers, innovators, and communicators, and provide value-driven
leadership. They must be able to see beyond the technology at play to the
implications for society for the use of that technology. These traits define the
knowledge worker. They must know the technology but be able to meet and solve all
aspects of the challenges engendered by this technology.

The big question now is, how can schools adapt to these demands?

According to American political scientist Samuel Huntington, modernization in all

aspects can only be possible if supported by the government. Therefore, the
initiation should start from the government to make everything happen. Just like the
K-to-12 Curriculum, it was just fully implemented because of the government, it is
just the same with adapting Education 4.0 to the schools here in our country. First
and foremost, technology demands so much money, that’s why the government
should invest budget for this. Risking is very beneficial if it is for the betterment of
society.

Submitted by: RAZHIMAE KHYLE A. TANGALIN Submitted To: Prof. DOMINGO N. CABARTEJA