Gender Influences on Academic Perception of Education 4.0 in a Comprehensive University

Abstract

The emergence of the Fourth Industrial Revolution (IR 4.0) has significantly contributed to the current development and landscape of the world. Education is one of the disciplines that has been impacted by this revolution. IR 4.0 has influenced the production of Education 4.0 which involves the creation of new innovative opportunities by combining human and technological potential. A country's performance in addressing IR 4.0 is determined by the quality of educators. Having competence as well as the ability to adapt to new technology and global concerns is essential for educators. Based on that, new educational knowledge and literacy should be instilled in every educational institution. This study attempts to investigate the influence of gender on academic perception of Education 4.0. The quantitative approach by means of questionnaires is used to gauge the academics’ perceptions about Education 4.0. The questionnaires, which are in Google Forms, were distributed to 352 academicians using WhatsApp and Telegram at a selected Comprehensive University (CU). A total of 127 people took part in the survey. According to the data, the majority of respondents have a positive attitude toward Education 4.0. Education 4.0 appears to be important to CU students; increased university costs; changes in the classroom learning environment; larger societal benefits; efficiency of the teaching and learning process; and, finally, its evolution process in developing wiser and better educators and students. Further analysis of male and female relationships shows no difference in the perception with respect to gender.