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Education 4.0 and its impact on the educational system
during the pandemic and post pandemic Covid 19 in Ecuador
Educación 4.0 y su impacto en el sistema educativo durante
la pandemia y post pandemia Covid 19 en el Ecuador
Aldo Vladimir Sabando Barreiro
*
Abstract
The technological advances that the world has experienced over the years
have brought about important changes in the structures of society.
Education is one of the fields in which the industrial revolution, driven by
technological development, exerted a significant impact, as technology
allowed the student to freely access more information and therefore more
knowledge. Education 2.0 and 3.0 brought not only access to information,
but also greater connectivity and interaction between people, particularly
between teachers and their students. The dynamism of technology also
brought opportunities for innovation with Education 4.0, changing the
existing paradigm until its emergence by merging the digital, the biological
and the physical, and influencing the way of life of the individual, his
relationship with those around him and his skills to meet the demands and
basic roles in society. These changes meant the application of new
educational methodologies, oriented to a meaningful learning that prepares
the individual with the necessary skills to face the working world.
Keywords: Education, Technology, Pandemic, Teaching-Learning,
Teaching-Learning
* Master's Degree in Information Technology,
Universidad Católica de Cuenca. Cuenca, Ecuador
https://orcid.org/0000-0002-5482-633X,
aldosabando@ucac.edu.ec
Article
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Resumen
Los avances tecnológicos que el mundo ha experimentado a través de los
años han provocado importantes cambios en las estructuras de la sociedad.
La educación es uno de los campos en los que la revolución industrial,
impulsada por el desarrollo tecnológico, ejerció un impacto significativo,
pues la tecnología permitió que el estudiante acceda libremente a mayor
información y por tanto a un mayor conocimiento. La Educación 2.0 y 3.0
trajeron permitieron no solo el acceso a la información, sino a implantar
una mayor conectividad e interacción entre las personas, y particularmente
entre los maestros y sus alumnos. El dinamismo de la tecnología trajo
además oportunidades de innovación con la Educación 4.0, cambiando el
paradigma existente hasta su aparición al fusionar lo digital, lo biológico y
lo físico, e influenciando la forma de vida del individuo, su relación con
quienes lo rodean y sus aptitudes para cumplir con las exigencias y roles
básicos en la sociedad. Estos cambios significaron la aplicación de nuevas
metodologías educativas, orientadas a un aprendizaje significativo que
prepare al individuo con las destrezas necesarias para enfrentar el mundo
laboral.
Palabras clave: Educación, Tecnología, Pandemia, Enseñanza-
Aprendizaje
Introduction
There is no revolution without disruption. Its consequences shatter
traditions, behaviors, relationships, ways of thinking and, of course,
of educating. Over time, societies have undergone major
transformations due to the advance of technology, which brought
about important changes in their structures and altered the existing
statism. Since the industrial revolution, education began to
contribute to the economic development of countries, focusing on
pedagogy for the working class.
The technological development driven by the industrial revolutions
has a direct impact on education. Thus, Education 2.0 transformed
memoristic education when the student began to have access to
information and greater knowledge, all thanks to the use and
application of emerging technologies. With the globalization of the
internet, the generation of greater forms of research, and the variety
of knowledge and sources, the student was immersed in Education
3.0. Virtual platforms appeared, connectivity and interaction
between students and teachers increased, and a more personalized
and reflective learning model was applied. On the other hand, the
key element of Education 4.0 is innovation, and it has radically
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modified the way in which individuals live, work and establish
relationships with others. Thus, it is not only changing what to do
and how to do it, but also who we are.
Today, the world is experiencing a time of important
transformations. The learning activities carried out by students, as
well as the application of methodologies and techniques by their
tutors, constitute the basis of a dynamic and changing educational
model. This process of structural innovation has bet through time on
the development and transformation of science and technology, until
evolving to the current Education 4.0. An important aspect is the
development of students' skills during the learning process, which
enables them to be able to enter the labor market and meet the
requirements of labor competencies. In this way, society will be able
to count on a workforce that, in addition to fulfilling its basic roles,
is proactive, resourceful and creative.
Education in the 21st century has not only had to face the accelerated
pace of technological advances, but also a global health crisis due to
the HIV/AIDS pandemic, which highlighted the shortcomings in
teaching skills and the lack of preparation of institutions to face the
technological challenge in education.
Technology began to have a place in educational processes in a basic
way at the beginning of the new millennium, and was known as
Education 2.0. At this stage, the teacher was not only dedicated to
teaching, but also acted as a moderator to promote interaction in the
classroom, while discovering the talents of his students through
collaborative work.
On the other hand, Education 3.0 has allowed Information and
Communication Technologies (ICT) to be incorporated into
educational processes, thus integrating new tools that have improved
the form of education over the last few years. Education established
a closer connection with different sources of information. Learning
was self-directed and the search for information was encouraged in
a 100% digital way. This new concept stimulated students'
competencies, directing them to create new content from research,
which significantly helped both students and teachers to change their
mentality where interaction became more dynamic, participative and
creative.
Among the benefits of ICT implementation in education are:
Access to information and education from any device regardless of
location.
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Develop skills that allow us to develop in a digital environment.
Low cost of education, both for students and institutions.
Education adapted to the needs of the students.
Improvement of knowledge acquired in student groups since the
discussion between teachers and classmates is more fluid.
The arrival of Education 4.0 represents an ideal approach, aligning
the Fourth Industrial Revolution with education; this is because the
industrial revolution bases its development on robotics, smart
technology, artificial intelligence, augmented reality, gamification,
teacher evaluation and student self-evaluation, Big data, use of
digital platforms; facilitating our daily lives.
Universities are challenged to produce successful graduates using
these new ways of teaching, where students and teachers live
together in an environment that is up to par with Industry 4.0 and
where cyber physical systems are applied in all industries. Part of the
curriculum should always include these technologies. In this way the
learning approach will always be based on the new ways of studying
and their application in the new work environments.
Through Education 4.0, the desirable skills of graduates can be
improved, making them innovative and creative employees; with the
ability to adapt to the use of new technologies.
Some of the characteristics of Education 4.0 are the following:
• The basis of teaching is the cooperation between teacher and
student.
• The main way of learning is through communication.
• Problem solving is exercised as close to real life as possible.
• One of the main drivers of learning is games and the creation of
real environments.
• The use of ICT as a tool for accessing, creating, organizing and
disseminating content.
The evolution of education can be seen through a timeline. The
contributions to the social structure and superstructure of the state of
the First Industrial Revolution that took place in England at the end
of the 18th century created a new model of life, causing
transformations in the economic, political, social, cultural and
environmental pillars of countries. An educational model emerged
that primarily considered the needs of society and whose premise
was economic development. Schools were the engines that supplied
the professionals of an industrial society, whose base was mass
production and consumption, to facilitate the development of their
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skills and abilities. This gave rise to the ability of human beings to
adapt to the needs and advances of science.
Orozco et al., (2015) refers to one of the most revolutionary
inventions in the history of mankind: gunpowder. The author
explains that although it was China that invented it, it was not Europe
that used it for war purposes, as described in English historiography.
The inventions of steam power invented by the Chinese and put into
practice in British industry, plus the application of hydraulics,
allowed the appearance of machinery, steam trains and generated the
First Industrial Revolution in 1784, contributing to the invention of
the first mechanical loom. The input industries were strengthened
and distributed to large extensions of populations in less time than
was originally the case.
On the other hand, technological innovations based on the use of
electricity, automation and the enormous chain transformations
generated during the Second Industrial Revolution that emerged in
the 19th century, affected not only science or work, but also
education. The result was the massification of educational processes,
and the consequent need to develop different types of pedagogies.
According to López & Valenzuela, (2015)the Second Revolution of
1870, developed the production line, with the appearance of the first
conveyor belt. The invention of electric power and the creation of
assembly lines, causing an increase in the production of goods, with
a fall in costs and prices of products, as both mass production and
mass consumption of the same occurred. The large industrialists
were strengthened and the small artisans were absorbed by the
market, some disappeared, others joined together even though with
their insipient economies it was difficult for them to maintain
themselves, others became unemployed and had to change their
trade. Great boom in mass production such as vehicles.
The Third Industrial Revolution in the mid-twentieth century gave
rise to the computer and information and communication
technologies (ICT). Education took a great leap forward, since the
appearance of the Internet and its vertiginous expansion made it
possible to offer online education, massifying educational processes
due to the flexibility in terms of time and space. This Third Industrial
Revolution, or Industry 3.0, generated automation, improving
production lines and giving rise to robotics for industrial and
commercial applications, which expanded to other fields such as
health, education, production, energy use, among others.
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Today's advances in science and technology are part of the Fourth
Industrial Revolution, which developed over the course of the year
2000 and is also known as Education 4.0. E-commerce and cellular
communication led society to enter a world of technological
challenges at an accelerated pace, with astonishing levels of
information speed and the sending and receiving of data. The
development of new information and communication technologies
emerged, such as the so-called disruptive technologies, among which
are applications (Apps), intelligent systems and digital production
processes, facilitating the way in which the individual learns and
teaches the new generations.
Similarly, productive processes are standardized and systematized
thanks to technologies that mark innovation, such as robotics, virtual
reality, artificial intelligence, IoT or Internet of Things, gamification,
or Big data, among other technologies, which are impressively
marking technological innovation in various economic sectors
worldwide, such as the industrial sector, commerce, or
communications, as well as in the way business is done, in politics,
or in marketing.
In each industrial revolution, knowledge transfer has been required,
and currently in Industry 4.0, it is necessary to carry out a digital
transformation process. The implementation of new technologies
requires the redesign of the enterprise architecture, to work by
processes, solutions and software applications, mobile, remote, with
the use of data from appropriate sources, integration of information
and communication technologies.
In order to create new sources of work framed to this new reality, the
company that implemented the advances will require new forms of
work from the market, but until this happens, traditional work
options that require repetitive processes in customer service,
telemarketing, delivery drivers, cab drivers, among others, are
gradually being eliminated; the same that should be analyzed by
governments to focus on developing a contemporary education to the
new era, Education 4.0, which is the subject of discussion of this
article.
In agreement, Rojas, (2014) the Traditional Educational System has
been characterized by transmitting content to students, with a
methodology of rote learning without further development of
creativity, development of skills and abilities of students, who are
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evaluated through tests that are mainly written and oral, to have the
supposed evidence of learning. It should be noted that this education
has the teacher as the axis of the teaching-learning process, without
allowing a greater feedback of knowledge and skills of their
students, who are instructed passively.
In practice, it has been scientifically proven that long-term memory
is not achieved with memorizing efforts at the moment. What is not
applied by students, in accordance with technological advances and
the development of their daily lives, is memory that is lost, limiting
meaningful and lasting learning.
Traditional education evolved into an education with feedback
processes for the student who had access to several sources of
knowledge consultation and was able to contrast the information
provided by his teacher. The student went from being only a receiver
of information to a generator of ideas from the compendium of
acquired knowledge, capable of sharing it through virtual media and
also globalizing knowledge. It is not enough for students to learn
content by heart, since in the globalized world we live in, anyone has
access to information easily and quickly to any content to research
and learn. It is necessary to change the traditional memoristic
education of contents, to an education that is constantly fed by
knowledge and that, in virtual modality, online, is dynamic,
integrating the universality of knowledge. Education 4.0 requires
educational models that are different from the traditional models still
in force, as well as teachers who become tutors and facilitators of
access to learning, who provide feedback on what they have learned,
who recommend and why not, who learn from their students'
learning.
Face-to-face, blended and virtual education, with the use of
applications and educational platforms, has allowed the generation
of learning environments that facilitate the tutor to implement
efficient alternatives and promote new skills and abilities in students,
inside and outside the classroom. The modern teacher influences the
student to be inserted in the education of the XXI century, education
4.0 and considering rhythms and learning styles of students,
generates changes to be implemented in both public and private
educational institutions, with redesign of teaching-learning
strategies within the student-teacher relationship.
The impact of the industrial revolution on education, particularly in
Education 4.0, requires digital transformations on a par with the
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technological era, to meet the needs of the information society at the
pace of scientific and technological transformations and innovations,
framed in a new educational model. To achieve this, it is necessary
to change the behavior and social customs of each culture. The co-
responsibility of the teacher in the construction of this new model
requires efforts to adapt to this dynamic, the didactics, his own
training and professionalization, the continuous acquisition of
knowledge and all with the use of technological tools inside and
outside the classroom as a transversal axis.
The Fourth Industrial Revolution, or Education 4.0, is only 50 years
away from its predecessor. For Marúm-Espinosa & Reynoso-Cantú,
(2014) the most important particularity of this era is the enormous
variety of technologies that converge and make the previously
existing boundaries between the digital, the biological and the
physical disappear, merging these three planes and changing the
paradigm that reigned until then. The Internet made possible the
emergence of a new technological map, in which all social actors are
connected in real time through various devices and digital platforms.
This connectivity also reaches objects through the Internet of Things
(IoT), showing technological advances achieved at an unprecedented
speed.
Martinic & Villalta, (2015) states that Education 4.0 is based on ten
technological pillars, which are explained as follows:
Integration systems, which integrate operational technologies with
those of information and communication, impacting both the internal
and external management of a company.
Robots, or intelligent systems that automate tasks that were
previously performed by humans. This pillar seeks to strengthen and
increase collaborative robotics.
Internet of Things (IoT), the same that makes possible
multidirectional communication between people, machines and
products, through sensors that are combined with Cloud computing,
and Big data analysis.
Additive manufacturing, by means of which it is possible to
manufacture parts by superimposing layers of materials based on a
previous design. It does not use molds. Instead it takes a virtual
model.
Big data, characterized by the volume, velocity and variety of both
structured and unstructured information, which can come from
various sources and reported by various means. The greatest
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advantage it presents is the generation of reports based on the process
of analyzing the data.
Cloud. This pillar offers online storage, access and use of IT
services. In this way, businesses access existing technologies with
little administrative effort and in a flexible and agile manner.
Simulation of virtual environments. This pillar has to do with a joint
way in which machines, people and processes work in a direct way.
It prevents breakdowns, saves money and evaluates the final results
in a controlled environment.
Artificial intelligence. It refers to a set of algorithms fed with
information and previous experiences, improving them to provide
machines with cognitive skills similar to those of the human brain.
Cybersecurity. Technological advances require the use of
cybersecurity mechanisms in industrial environments, detecting,
anticipating and neutralizing threats.
Augmented reality. It complements a real environment with a digital
one, facilitating product design and organizing processes.
It can be perceived that the pillars of the Fourth Industrial Revolution
are focused on the digitization of the manufacturing sector, driven
by the large volumes of data being handled, connectivity and
powerful computing systems. However, these disruptive
technologies exert a strong influence on education and have changed
the way teaching and learning takes place. It is important to consider
that these pillars are complemented by the supply of other existing
technologies such as drones, controllers, platforms and systems for
locating and self-identifying, which play as important a role as the
aforementioned pillars in the expansion of the current technological
matrix. The rapid spread of the COVID-19 pathology is closely
linked to the immense network of global movement of people.
Contagions were inevitable. The difference with pathological events
of the past is that in the current century, information circulates
instantaneously, and in the case of the SAR virus, it proliferates at
the same speed as the increase in the number of infected people. In
the educational sphere, the massive closure of educational
institutions globally to mitigate the spread of the virus posed an
unprecedented risk to education, and the well-being of individuals.
The closure of schools, colleges and universities also affected the
nutrition of the student population, especially those belonging to
vulnerable segments.
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Despite the emergency, societies opted for technology to continue
with the educational process, causing a change in people's way of
life, but also revealing shortcomings in terms of infrastructure and
teaching skills.
The technology and knowledge transfer of Education 4.0 before the
COVID-19 pandemic grew in similar proportion to the levels of
investment that governments allocated to their Gross Domestic
Product (GDP) and to the variables of innovation, development and
research in science and technology. In other words, if a country's
investment levels were low, the development and implementation of
Education 4.0 would not be globalized beyond small business and
academic spaces. However, in the transition from the pandemic,
drastic changes occurred in face-to-face education, e-commerce and
delivery sales.
Most of the countries decided to establish ways of continuing the
educational process in various distance modalities. Some opted to
implement forms of online learning, while others decided to
establish distance learning strategies in offline mode. (Tobón et al.,
2014, p. 90)
This caused a significant increase in the need for access to ICT, as
well as to the educational model inserted in Education 4.0, which
includes intelligent technology, artificial intelligence and robotics to
adapt to the new way of teaching and learning in the new business
era. Students went from the face-to-face methodology to the virtual
education methodology, encountering an education system in which
the teaching staff was not prepared to assume another educational
model and leave the traditional method.
Most countries were able to count on the appropriate resources and
digital platforms to establish a remote connection. In this case, many
found it necessary to boost speed to unprecedented levels, and to
implement open radio or television programs.
Societies around the world benefit daily from technology, as it brings
a series of advantages, especially in the educational field where it
has revolutionized the way of teaching and learning.
A pedagogical training model that remains in force despite the
arrival of Education 4.0 are the Massive Open Online Courses
(MOOCs), the same that appeared with Education 3.0. This model
revolutionized at the time the way in which teachers acquired
knowledge and skills to improve their practices. According to
Núñez-Peña et al., (2015); (Jiménez-Valverde & Núñez-Cruz,
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2009)the first MOOC was implemented by the University of
Manitoba, Canada, in 2009, with around 2,000 students enrolled.
This platform had the characteristic of combining either a Webinar
or blog posts by expert professionals with Twitter social network
messages from course participants. These courses were open to
anyone who was interested, and did not include formal evaluations.
The author explains that in 2012, two Stanford University professors
offered a MOOC course based on the action of capturing lectures on
AI, which attracted around 100,000 participants. William assures
that from that moment on, MOOCs spread rapidly all over the planet.
The platforms on e-learning education have evolved so much that
the environment that creates a virtual classroom and the virtual
university campus, provide facilities for the learning of the student
of the new era and inserts it to the rhythm of the world market. The
projection of job offers and acceleration of the application of science
and technology, we are already living in our days, even as an effect
of the confinement caused by the pandemic caused by Covid 19.
There has been such a serious school desertion, caused by causes
such as the lack of access to computer equipment, whether laptops
or desktops, the lack of access to the Internet, by elderly teachers
who refuse to join virtual education and therefore cannot apply
pedagogies that allow students to enjoy virtual classes.
According to Rodríguez et al., (2014); Mendoza-Rojas, (2015) it is
to be expected that there will be an increase in school dropout in the
world of approximately 24 million children. According to the entity,
in Ecuador alone there are more than 90 thousand students who have
left the education system, and approximately 15% of the student
body that has not left the system, indicates that they have not had
regular contact with teachers in at least two weeks. UNICEF
emphasizes that it is important to consider that the loss of contact
between teacher and student increases the possibility of the student
dropping out, and that the experience of such a high number of
dropouts only increases the 268 thousand children who had already
dropped out of the education system and the 187.3 thousand who
were already behind in school.
In addition, another international entity, the World Bank (WB),
reports an estimate of USD 10 trillion in lost income worldwide, due
to the lowest level of education, with the consequent risk of causing
children to drop out of the education system. According to this entity,
there is a global worsening of children's skills in reading, writing and
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mathematics. Additionally, the WB mentions that in Ecuador, 6 out
of 10 students indicate that they are learning much less since the
COVID-19 pandemic began. Therefore, it is concluded that despite
the increase in connectivity, with 74.8% of students with access to
public Internet, only 1 out of 8 students have computers or some
equipment that facilitates access to the Internet for personal use. This
reality, as stated by the WB, has a significant impact on students'
online learning.
The year 2020 brought with it important changes, especially in the
traditional forms of the teaching-learning process, leading the world
population to the inclusion of virtual education to remedy the
limitations due to the COVID-19 pandemic. This new way of
working left important learnings, and the premise of continuing with
the innovations that Education 4.0 has brought at a dizzying pace.
Materials and methods
In order to develop the present study, in the first instance we resorted
to bibliographic material (which serves to explicitly cite all
bibliographic references required in the elaboration of the theoretical
framework, citing the authorship of each contributor to the subject
raised). The historical method was used as a second methodology in
order to establish the foundations for analyzing the descriptive
research methodology and thus be able to answer questions about the
reality of the study carried out. This allowed to establish a before as
a starting point and an after education in the present study. With this,
changes in the methodology of teaching and learning throughout the
20th century up to the present time were evidenced. Both teachers
and students were immersed in new forms of education along the
way. It is that education has been changing from the first industrial
revolution to the current Industry 4.0 which has required workforce
of 4.0 educated personnel.
Results
Pedagogical renewal and innovation, which are generally postponed,
but which are implicit in Education 4.0, now have the great
opportunity to become a reality and allow for both quality and equity
in education. Therefore, it is recommended that in the immediate
future, educational systems should be implemented that consider
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technology as their main resource, that are resilient, that can respond
efficiently to emerging situations presented by this changing world,
and that can face the challenge of reducing the inequalities that were
aggravated as never before with the pandemic, through Education
4.0. The technological advances that the world is dealing with today,
such as robotics, artificial intelligence, Big data, or the Internet of
Things (IoT), which have greatly impacted the world, have resulted
in the need to give it the importance it deserves and to prioritize the
development and strengthening of teachers' technological
competencies, as well as the equipment of institutions, and to
implement an educational approach that considers Education 4.0 as
the basis of the teaching-learning process.
Discussion
The drastic change in daily life caused by the COVID-19 pandemic,
coupled with the generalized economic crisis, has led to a major
change in the way, place and time in which student learning occurs.
Human beings have had to adapt quickly to different ways of
teaching and learning, and teachers have been forced to develop new
skills and abilities, especially in the area of education-oriented
technology, in order to maintain the quality of education.
Education 4.0 has had a great impact on education under the
pandemic scenario that the world is experiencing, as it has allowed
teachers to implement innovative strategies, and to seek adequate
resources to maintain student participation and motivation, thus
highlighting the importance of this fourth industrial revolution.
The evolution of e-learning education platforms guarantees a
suitable environment for the virtual classroom, and even for a virtual
university campus, since it offers all the facilities that student
learning needs in modern times, and inserts it into the rhythm of the
world market.
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