Figure 2 - available via license: CC BY
Content may be subject to copyright.
![Top Ten Future Jobs-World Economic Forum [4].](publication/334652527/figure/fig2/AS:784177574207489@1563973911885/Top-Ten-Future-Jobs-World-Economic-Forum-4.jpg)
Source publication
![Figure 2. Top Ten Future Jobs-World Economic Forum [4].](publication/334652527/figure/fig2/AS:784177574207489@1563973911885/Top-Ten-Future-Jobs-World-Economic-Forum-4_Q320.jpg)
The information and communications technology (ICT) industry workforce is now required to deal with ’Big Data’, and there is a need to fill the computational skill shortage in data analytics. The integrated skills of combining computer and mathematics capabilities is much sought after by every industry embarking on digital transformation. Studies c...
Context in source publication
Context 1
... 40% 40% Reasoning 20% 25% Figure 2 shows the recent survey results by the World Economic Forum, indicating data as the first among the top ten workforce skill sets having an impact on the future of jobs in a wide range of industries [4]. Overall, there is a need for the present-day workforce to upskill in Big Data Analytics in order to meet the demand in industry. ...
Citations
... The number of new positions for forensic science technicians has a projected growth of 13% between 2022 to 2032, which is higher than that of other occupations (U.S. Bureau of Labor Statistics, 2024).To meet workforce demands, we must improve attitudes toward mathematics and increase students' awareness of the application of mathematics. Making STEM learning, with a focus on mathematics, relevant and applicable to career fields has been demonstrated to increase interest in and attitudes toward mathematics, and STEM fields more broadly (Mujtaba et al., 2014;Weinberg et al., 2015;Baran et al., 2019;Mutmainah and Indriayu, 2019;Venkatraman et al., 2019;Fitzmaurice et al., 2021;Kong, 2021;Uyen et al., 2022;Connolly et al., 2023). ...
... EL is a pedagogical framework that can increase the learning of content (Hammer, 2000;Mutmainah and Indriayu, 2019;Venkatraman et al., 2019) and improve self-efficacy (Weinberg et al., 2015), engagement, motivation and attitudes toward learning (Weinberg et al., 2015;Venkatraman et al., 2019;Kong, 2021;Uyen et al., 2022), creativity (Chesimet et al., 2016), and student success (Groves et al., 2013). Learning guided by EL theory has been used to engage learners and improve learning outcomes in a diverse learning settings (Kolb and Kolb, 2017), from elementary (e.g., Mutmainah and Indriayu, 2019;Connolly et al., 2023) though middle and high school (e.g., Weinberg et al., 2015;Chesimet et al., 2016;Uyen et al., 2022), and in higher education (Hammer, 2000;Groves et al., 2013;Sánchez et al., 2019;Venkatraman et al., 2019;Kang et al., 2022). ...
... EL is a pedagogical framework that can increase the learning of content (Hammer, 2000;Mutmainah and Indriayu, 2019;Venkatraman et al., 2019) and improve self-efficacy (Weinberg et al., 2015), engagement, motivation and attitudes toward learning (Weinberg et al., 2015;Venkatraman et al., 2019;Kong, 2021;Uyen et al., 2022), creativity (Chesimet et al., 2016), and student success (Groves et al., 2013). Learning guided by EL theory has been used to engage learners and improve learning outcomes in a diverse learning settings (Kolb and Kolb, 2017), from elementary (e.g., Mutmainah and Indriayu, 2019;Connolly et al., 2023) though middle and high school (e.g., Weinberg et al., 2015;Chesimet et al., 2016;Uyen et al., 2022), and in higher education (Hammer, 2000;Groves et al., 2013;Sánchez et al., 2019;Venkatraman et al., 2019;Kang et al., 2022). ...
Community colleges serve a substantial percentage of college-age students in the United States, many of whom arrive with negative attitudes toward mathematics, despite there being many STEM-related fields available to community college graduates. The current paper summarizes the creation of a day-long activity that assists students in developing applied mathematical skills in a format that aligns with the experiential learning theory. Students at a community college in Texas are learning math by engaging with a popular topic, crime scene investigation, through an annual event, established in 2017, called NVCsi. Students interact with hands-on activities that combine forensics, mathematics, and other disciplines. The implementation of the event is described so that other colleges can develop their own experiential learning event. Planned data collection for future event cycles are described, as are limitations and constraints of the NVCsi event with a discussion of planned modifications.
... Because experiential learning is individual in nature, it may demand more innovative forms of assessment to "measure student learning and encourage students themselves to explore their experience, reflect on the learning they have achieved in terms of both knowledge and understanding, and, importantly, on the skills they have developed" (Cooper et al., 2004, p. 15). The link between learning objectives, the learning activity, and learning assessment becomes evident when it is necessary to determine which skills or knowledge are being developed and/or practiced and to develop an appropriate assessment strategy (Venkatraman et al., 2019). Educators may need to implement various assessment methods to determine whether the learning objectives have been met successfully (Uyen et al., 2022, p. 4). ...
Designing experiential student exercises or course modules can be a daunting task for faculty members. Often, not knowing where to begin is a barrier that causes instructors to avoid developing meaningful, high-impact student exercises grounded in experience. Yet, we know that these can be incredibly powerful and transformative pedagogies. The Experiential Learning Map (ELM) is a curricular planning tool that instructors, learning consultants, or students can use to storyboard and develop an experiential lesson. Modelled after best practices in business model ideation, and informed by research about experiential learning, the ELM provides instructors with an easy-to-use curriculum planning tool. The ELM is designed to be flexible. Instructors can scale the pedagogy from a single-class interaction to a multi-session pedagogical arc. The ELM's value is that it provides instructors with a simple, iterative planning tool that can be used to scope and scale a learning experience.
... A multi-disciplinary approach was adopted to look at problems faced by the educational professionals and possible solutions in Education Technology [29]. However, there is a scarcity of research studies exploring the problem with the focus on bridging the learning gaps using a holistic approach for Education 4.0 [36,37]. This forms the key motivation of our research study. ...
... Some Business Analytics subjects had incorporated activities using Kolb's experiential learning theory that adopts the process of knowledge creation through the transformation of experience, with each stage being mutually supportive of and feeding into the next stage [35,36]. With the advancements in big data, data-driven analytics aided by software tools such as SAS have been employed in the specialisation subjects [37,39]. However, these teaching strategies are not sufficient to meet organisational skill demands in this fast-paced techno-business domain of Industry 4.0 [38,47]. ...
The development of Industry 4.0 revolutionising the concept of automation and digitisation in an organisation poses a huge challenge in employee knowledge and skills to cope with the huge leap from Industry 3.0. The high-level digitisation of an organisation requires the workforce to possess higher order thinking skills (HOTS) for the changing job roles matching the rapid technological advancements. The Education 4.0 framework is aimed at supporting the Industry 4.0 skills requirement not only in digital technologies but more towards soft skill development such as collaboration and lifelong learning. However, the education sector is also facing challenges in its transition from Education 3.0 to Education 4.0. The main purpose of the paper is to propose an Agile approach for developing smart classroom teaching strategies that foster employee adaptability with the new learning paradigm of upskilling in line with Industry 4.0. By adopting an exploratory research methodology, the pilot study investigates the implementation of the proposed Agile approach in a higher education setting for graduates to achieve HOTS using smart classroom teaching strategies. This study uses learning theories such as experiential learning in smart classroom environments to enhance students’ HOTS individually as well as collaboratively in an Agile iterative manner. This is the first empirical study carried out for graduates specialising in the Business Analytics skillset required for Industry 4.0. The findings of the pilot study show promising results that pave the way for further exploration and pedagogical insights in this research direction.
... Experiential learning is essential (McCarty et al., 2018). Many mathematical concepts have been studied and taught experientially by students at the high school and university levels, including the equation of a circle (Tong et al., 2020), function continuity and angle between two planes (Davidovitch et al., 2014), mathematics with statistics (Venkatraman et al., 2019), arithmetic (Mayoral-Rodríguez et al., 2018), some advanced algebraic topics (Wynn, 2018), as well as mathematics and science (Roberts et al., 2016). Also, according to Pambudi's (2022) research, elementary students' motivation and achievement in geometry can be attributed to outdoor learning methods. ...
... Students are more likely to persevere in an active learning role if exposed to an authentic experience [Dewey (1938), cited in Behrendt and Franklin (2014), Cotič et al. (2020)]. An experiential learning framework can be successful if each student is directly involved in the experience by carrying out tasks, as Venkatraman et al. (2019) stated. Ultimately, each student must respond rationally to any feedback they receive by transforming their analytical skills experience into higher-order thinking strategies. ...
... It has long been known about the positive effects of experiential learning on educational outcomes, particularly in the field of mathematics education (Avelino et al., 2017;Mutmainah et al., 2019). The quality and effectiveness of learning can be improved by experiential learning (Weinbern et al., 2011;Mayoral-Rodríguez et al., 2018;Wynn, 2018) motivating learning (Venkatraman et al., 2019). ...
Many educators and policymakers worldwide have noticed the burgeoning field of experiential learning in the twenty-first century. Learning theory and practice together is beneficial to education in general, and mathematics education in particular, because it enables students to realize their full potential for knowledge and skill, and it connects the two aspects of knowledge. A focus on the cross-cutting and critical role of experience activities within the framework was emphasized in Vietnam’s general education program in mathematics, released in 2018 and included views on the content and methods of teaching and learning mathematics in the country. Experiential learning in mathematics was studied to see if this method could positively help students participate, increase their motivation and interest in learning, and impact their math outcomes. A series of pedagogical experiments with 29 sixth-grade students on arithmetic and geometric topics was conducted to confirm the research goals. Students were required to develop solutions to real-world problems related to their studying subjects. The experimental and control classes are subjected to a pre-test and a post-test design. Mixed methods, including qualitative and quantitative analysis, are handled by the statistical data processing software (SPSS) program and the results of observations and surveys of learners’ opinions. The results were found that experiential learning activities positively influenced math learning attitudes and student achievement progress in the classroom.
One of the most effective means of empowering someone with knowledge and skills that bring about change and support their economic development is education. According to an article written by Leverage (2021), education helps to create a better society. Understanding the value of education in today’s culture is crucial. Learning or acquiring knowledge, skills, values, morals, beliefs, and habits is the education process. With the correct teaching strategies, teachers can make the classroom fun and effective for students to gain vital intellectual and social skills that will serve them for the rest of their lives (Indeed, 2023). Among such teaching methods is the use of experiential learning, wherein the students use experiences to learn a certain topic or subject (Institute for Experiential Learning, 2021). Hence, this study aims to determine the effectiveness of using an experiential learning strategy in teaching hip-hop to enhance dance performance among Grade 10 students. A descriptive-experimental research design method was employed wherein a pre and post-test was given among the respondents and their perception of the experiential learning strategy was assessed. Considering this, the results revealed a significant difference in the performance of the respondents before and after employing the experiential learning strategy in terms of knowledge, comprehension, ability, and attitude. It was also found that there is no significant relationship between the respondents' perception of the respondents in connection with the experiential learning strategy when compared to their performance.
With the commencement of the Fourth Industrial Revolution, the future of new jobs, worker skills, and competencies appears to be a major concern for the Australian economy. There is widespread agreement that the current revolution (i.e., Industry 4.0) will impact both labour force transformation and future worker education. As a result, it is of high importance for researchers and practitioners in the Australian vocational and educational training (VET) sector to investigate the skills and abilities that will serve as the foundation for jobs in the third millennium. Hence, this paper aims to provide a scoping review of the skills and competencies needed in the Australian workforce in light of the Industry 4.0 revolution. Besides this, the paper offers knowledge-based contributions for all stakeholders to encourage and facilitate the transition of Australian businesses and workers to the Industry 4.0 revolution.KeywordsIndustry 4.0Australian VET sectorIoTSkills collaborationCompetence's profilessss
