Towards Educator 4.0: Technology Competency-Based Teaching

Abstract

Pendidik 4.0 ialah konsep baharu yang menerangkan ciri-ciri bakal pendidik yang mampu mengendali dan mengadaptasi pelbagai teknologi pintar ke dalam kaedah dan strategi pengajaran. Memandangkan sistem pendidikan telah berubah dengan pesat berikutan transformasi teknologi digital dan pintar, pendidik khususnya di Institusi Pengajian Tinggi perlu meningkatkan kemahiran mengajar serta kompeten bagi memenuhi keperluan pelajar generasi baharu. Masih tidak banyak isu berkaitan Pendidik 4.0 yang dibincangkan dan bagaimana ianya boleh diukur. Ini disebabkan oleh literatur yang terhad di peringkat global, justeru wujud keperluan untuk membangunkan instrumen dan model baharu untuk mengukur kompetensi Pendidik 4.0. Teori Literasi Teknologi dan DigCompEdu telah diadaptasi untuk membangunkan model instrumen ini. Konstruk seperti literasi Teknologi 4.0, sumber Teknologi 4.0, dan pemerkasaan pelajar telah dikenal pasti lalu digunakan untuk mengukur tahap kompetensi 4.0 dalam kalangan pendidik. Data responden daripada institusi Pra-Universiti, diwakili oleh pensyarah Kolej MARA dan Kolej Profesional MARA di seluruh semenanjung Malaysia, dikumpul menggunakan gabungan kaedah persampelan bukan kebarangkalian dan kaedah pensampelan mudah. Pendekatan PLS-SEM telah digunakan untuk mengesahkan model instrumen ini. Dapatan kajian menunjukkan bahawa instrumen yang dibangunkan adalah sah dan kesemua konstruk mempunyai sumbangan yang positif terhadap kecekapan Pendidik 4.0. Kesemua konstruk adalah baik untuk mengukur kompetensi Pendidik 4.0. Dapatan kajian juga dapat memberikan pemahaman yang lebih baik tentang kompetensi Pendidik 4.0 yang berkaitan dengan konteks kajian. Selain itu, kajian ini juga dapat menyumbang kepada penambahan literatur tentang kompetensi 4.0 Pendidik.

Educator 4.0 is a new concept that describes the characteristics of future educators capable of handling and implementing various smart technologies into their teaching methods and strategies. Since the education system has rapidly changed due to the digital and smart technology transformation, educators especially in Higher Learning Institutions are required to upgrade their teaching skills and become more competent to meet the needs of the new generations of students. There is not much discussion on Educator 4.0 and how it can be measured. This is also due to the limited literature globally, thus there is a need to develop new instruments and models to measure the 4.0 Educators’ competency. The theories of Technology Literacy and DigCompEdu were adapted to develop this new instrument model. Factors and constructs such as Technologyy 4.0 literacy, Technology 4.0 resources, and student empowerment were identified and used to measure the level of 4.0 competencies among the educators. The data from the respondents in Pre-University Institutions, represented by Kolej MARA and Kolej Profesional MARA lecturers on the east coast of Malaysia, was collected using a non-probability sampling method combined with convenience sampling. A PLS-SEM approach was used to validate this new instrument model. The findings reveal that the instruments developed were valid and all constructs have a positive contribution towards Educator 4.0 competency. All constructs were good at measuring the Educator 4.0 competency. The findings of the study will provide a better understanding of educators’ 4.0 competency regarding the context of the study. Besides, this study will enrich the literature on 4.0 Educators’ competency.