Proficiency among Teachers in Addressing the Forth Industrial Revolution in Education

Authors: Jhon Mark G. Tamayo

DOI: https://doi.org/10.37082/IJIRMPS.v13.i4.232615

Short DOI: https://doi.org/g9r6np

Country: Philippines

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Abstract: This study aims to unravel the multifaceted dynamics of the Fourth Industrial Revolution (4IR) integration in education, with a particular emphasis on the lived experiences of teachers at Saluyong National High School during the academic year 2022-2023. Interviews with educators were conducted to gauge their perceptions and experiences and to determine the impact of school-related factors on their 4IR proficiency. Thematic analysis revealed three main themes: changes in the teaching role due to technology, challenges in implementing 4IR technologies, and the influence of school resources and professional development on technology integration. Findings indicated a significant transformation in the teachers' role, including skill acquisition, digital transformation, and increased classroom management challenges. A need for more resources, budget allocation, and extensive training was highlighted to combat the experienced difficulties. The study concluded that while teachers perceive 4IR as a beneficial tool for learning enhancement, support from the institution in terms of resources, training, and budget is critical to ensure its effective implementation. Recommendations include tailored professional development programs and strategic resource allocation for 4IR technologies to improve teachers' proficiency and students' learning outcomes.

Keywords: fourth industrial revolution, teachers proficiency, school resources, technological integration, professional development

Paper Id: 232615

Published On: 2025-07-03

Published In: Volume 13, Issue 4, July-August 2025

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