Exploring the Challenges of Future Social Studies Educators in the Age of Industry 4.0
Ronie B. Soriano *
Pangasinan State University, San Carlos City Campus, San Carlos City, Pangasinan, Philippines.
*Author to whom correspondence should be addressed.
Abstract
In the era of Industry 4.0, technological advancements are not just a supplemental tool but a fundamental component of the new educational landscape. The level of awareness and preparedness towards technological advancements, and the challenges of 239 future social studies educators in the era of Industry 4.0 are explored in this study. It employed a mixed-methods approach, combining quantitative and qualitative research methods, which enabled a comprehensive assessment of the challenges and the level of awareness and preparedness of future social studies educators in the era of Industry 4.0. Findings revealed that future educators are highly aware of technologies like QR codes, AI, and VR but only moderately aware of others like hologram and cloud computing. In terms of preparedness, educators felt moderately prepared for various indicators, with biometrics being the highest-ranked. Significantly, the study reveals a strong positive correlation (P < 0.001) between awareness and preparedness, underscoring the need for robust technological literacy within teacher education programs. Challenges educators face, such as limited technological infrastructure, technical issues, and disparities in technology access, require attention to ensure that future social studies educators are well-equipped for the era of Industry 4.0.
Keywords: Industry 4.0, challenges, future educators, social studies, education