Education 4.0. infusion into asynchronous teaching during a pandemic: A mixed-methods study of in-service TVET teachers in a Caribbean higher education context

Abstract

The fourth industrial revolution or Industry 4.0. and its resulting shift to Education 4.0. (Ed. 4.0) coupled with the COVID-19 global pandemic catalyzed the education system into emergency remote teaching (ERT). As a teacher educator, the author created an Ed. 4.0. Webquest learning activity for her in-service TVET teachers for modelling asynchronous teaching during the global pandemic. They were required to create a group webquest and infuse Education 4.0. critical characteristics for teaching asynchronously, in response to parents’ calls for more asynchronous sessions in the interest of students’ wellbeing during COVID-19 pandemic. These critical Education 4.0. characteristics include innovation and creativity; digital skills development; and global citizenship. The purpose of this case study is to describe the Ed. 4.0. characteristics TVET teachers infused into their Webquests in a Caribbean higher education context and their perceived readiness for Education 4.0. A Convergent Parallel Mixed Methods design was used for gaining a deeper understanding of the central phenomenon of infusion of Ed. 4.0. into TVET and feelings of readiness for ED. 4.0. The study results revealed that teachers infused all eight Ed. 4.0. characteristics into planned asynchronous teaching. However, only 5 (33%) out of the 15 (100%) teachers felt some level of readiness for Ed. 4.0. In conclusion, the study results suggest that more emphasis is needed  on professional development for teachers’ readiness for Ed. 4.0. The study implications signal that TVET teachers are preparing their secondary school students for life and work in an era of Industry 4.0. and a pandemic.