Exploring engineering-educators’ perceptions and challenges on the IR 4.0 at a Technical University in Malaysia

Abstract

This paper presents empirical findings on engineering-educators’ perceptions and challenges on the Fourth Industrial Revolution (IR 4.0) at a technical university in Malaysia. Engineering education plays essential roles in ensuring successful accomplishment of the IR 4.0. Despite awareness of the importance of IR 4.0, previous research has not yet specifically focused on the IR 4.0 related to engineering education. Using a quantitative approach, insights from the engineering-educators were gathered to explore their perception on and challenges of the IR4.0 at their institution. With that aim, a set of self-developed questionnaire was used via Google Form to collect data at one technical university in Malaysia. 146 engineering-educators responded in the study. The findings highlighted that more than 80% of engineering-educators have extensive level of understanding on the IR 4.0, and 95% emphasized the importance of inclusion IR 4.0 elements in bachelor degree curriculums. The study discovered two main challenges to implement IR 4.0 at the university which are financial limitation and lack of expertise to execute the IR 4.0. This explorative study highlights important implications to the practice of engineering education in the era IR 4.0 in Malaysia. In preparing the nation toward IR 4.0, the Ministry of Higher Education of Malaysia needs to rethink on education designs and curriculums to diminish the threats imposed by IR 4.0 implementation. In general, the government should create public awareness on the readiness and preparedness of IR 4.0 particularly in the education industry. For future research, more rigorous study using larger sample should be conducted. In addition, research should apply qualitative methodology to gain in-depth feedback on the IR 4.0.