ISSN: 2222-6990
Open access
This study delves into a novel and crucial area of research, exploring the impact of digital competency skills on Universiti Teknologi Malaysia (UTM) students' adaptation to the Fourth Industrial Revolution (IR 4.0) learning technologies. IR 4.0 is characterized by rapid technological developments that require individual adaptability and flexibility skills. Industry 4.0 (IR 4.0) learning technology uses advanced technologies such as artificial intelligence, machine learning, robotics and the Internet of Things (IoT) in education. As such, students must acquire these skills to prepare for the future workforce. Hence, this study was conducted to measure the impact of students’ digital competency skills on adapting to IR 4.0 learning technology. Data was collected from undergraduate students in the Management, Science, and Computing faculties using a quantitative approach—the research employed methods of descriptive analysis, correlation and multiple regression. Findings indicate varying levels of influence among digital competency skills, with safety and problem-solving skills exhibiting the highest impact. A significant positive correlation is established between these skills and students' adaptation to IR 4.0 technologies. Information and data literacy emerges as the most influential skill. Multiple regression analysis underscores the significance of information and data literacy in predicting students' adaptation. The study contributes valuable insights for institutions aiming to enhance students' readiness for the evolving landscape of IR 4.0 learning technologies.
Almenara, J. C., Castillo, J. J. G., Guillén-Gámez, F. D., & Gaete-Bravo, A. F. (2022). Correction: Digital Competence of Higher Education Students as a Predictor of Academic Success. Technology, Knowledge, and Learning. https://doi.org/10.1007/s10758-022-09627-5
Dodel, M., & Mesch, G. S. (2019). An integrated model for assessing cyber-safety behaviours: How cognitive, socioeconomic and digital determinants affect diverse safety practices. Computers & Security, 86, 75–91. https://doi.org/10.1016/j.cose.2019.05.023
Fianti, Listiagfiroh, W., & Susilo. (2020). Video tracker analysis: a strategy for measuring students' communication and collaboration skills. Journal of Physics. https://doi.org/10.1088/1742-6596/1567/2/022019
Fraile, M. N., Peñalva-Vélez, A., & Lacambra, A. M. M. (2018). Development of Digital Competence in Secondary Education Teachers’ Training. Education Sciences, 8(3), 104. https://doi.org/10.3390/educsci8030104
Gilmanshina, S., Gilmanshin, I., & Bendjukevich, K. G. (2019). Digital learning technologies in the University education system. IOP Conference Series: Materials Science and Engineering. https://doi.org/10.1088/1757-899x/570/1/012027
Harnani, N., Amijaya, D. H., & Setiadiwibawa, L. (2021). Digital literacy competencies in improving problem-solving skills in facing the Industrial Revolution 4.0. Sosiohumaniora: Jurnal Ilmu-ilmu Sosial Dan Humaniora, 23(2), 290. https://doi.org/10.24198/sosiohumaniora.v23i2.30907
Hatlevik, O. E., & Christophersen, K. (2013). Digital competence at the beginning of upper secondary school: Identifying factors explaining digital inclusion. Computers & Education, pp. 63, 240–247. https://doi.org/10.1016/j.compedu.2012.11.015
Henne, A., Möhrke, P., Thoms, L., & Huwer, J. (2022). Implementing Digital Competencies in University Science Education Seminars Following the DiKoLAN Framework. Education Sciences, 12(5), 356. https://doi.org/10.3390/educsci12050356
Ismail, N. H., Wahid, N. A., Yusoff, A. R., Wahab, N. A., Rahim, B. H. A., Majid, N. A., Din, N. M. N., Ariffin, R. M., Adnan, W. a. W., & Zakaria, A. R. (2020). The Challenges of Industrial Revolution (IR) 4.0 towards the Teacher’s Self-Efficacy. Journal of Physics, 1529, 042062. https://doi.org/10.1088/1742-6596/1529/4/042062
Karim, R. A., Adnan, A. H. M., Salim, M. S. a. M., Kamarudin, S. K., & Zaidi, A. A. (2020). Education Innovations through Mobile Learning Technologies for the Industry 4.0 Readiness of Tertiary Students in Malaysia. IOP Conference Series, 917(1), 012022. https://doi.org/10.1088/1757-899x/917/1/012022
Khan, N., Khan, S., Tan, B. R., & Loon, C. H. (2021). Driving Digital Competency Model Towards IR 4.0 In Malaysia. Journal of Physics: Conference Series, 1793(1), 012049. https://doi.org/10.1088/1742-6596/1793/1/012049
Meneses, E. L., Sirignano, F. M., Cano, E. V., & Ramírez-Hurtado, J. M. (2020). University students’ digital competence in three areas of the DigCom 2.1 model: A comparative study at three European universities. Australasian Journal of Educational Technology, 69–88. https://doi.org/10.14742/ajet.5583
Ms F. A. Y., & Sanchez, S. (2021). Information Literacy, an Investigation into Students’ Access and Use of Information in an Academic Institution in Ghana. Trends Journal of Sciences Research, 1(1), 1–23. https://doi.org/10.31586/ojer.2021.109
Ong’ong’a, O. (2021). Teachers’ Perception, Experiences, and Challenges of Teens of Ages 12-14 Years who Have Reported Online Digital Insecurity in Kenya. European Journal of Interactive Multimedia and Education, 2(1), e02102.
https://doi.org/10.30935/ejimed/9360
Qureshi, M. I., Khan, N., Raza, H., Imran, A., & Ismail, F. (2021). Digital Technologies in Education 4.0. Does it Enhance the Effectiveness of Learning? A Systematic Literature Review. International Journal of Interactive Mobile Technologies, 15(04), 31. https://doi.org/10.3991/ijim.v15i04.20291
Reddy, P., Sharma, B. N., & Chaudhary, K. (2020). Measuring the digital competency of first-year students at a higher education institute. In Pacific Asia Conference on Information Systems (p. 6). http://repository.usp.ac.fj/12254/
Rubach, C., & Lazarides, R. (2021). Addressing 21st-century digital skills in schools – Developing and validating an instrument to measure teachers’ basic ICT competence beliefs. Computers in Human Behavior, 118, 106636.
https://doi.org/10.1016/j.chb.2020.106636
Senthilnathan, S. (2019). The usefulness of Correlation Analysis. Social Science Research Network. https://doi.org/10.2139/ssrn.3416918
Siahaan, P., Dewi, E., & Suhendi, E. (2020). Introduction, Connection, Application, Reflection, and Extension (ICARE) Learning Model: The Impact on Students’ Collaboration and Communication Skills. Jurnal Ilmiah Pendidikan Fisika Al-Biruni, 9(1), 109–119. https://doi.org/10.24042/jipfalbiruni.v9i1.5547
Spante, M., Hashemi, S. S., Lundin, M., & Algers, A. (2018). Digital competence and digital literacy in higher education research: Systematic review of concept use. Cogent Education, 5(1), 1519143. https://doi.org/10.1080/2331186x.2018.1519143
Tengku Yaakob, T. B. S., Wan Yusoff, W. Z., & Mohd Yusoff, C. A. (2019). Effectiveness of E-Learning and Perceived Satisfaction for an Accounting Course in Engineering using the FA4v1 Hybrid Application. International Journal of Recent Technology and Engineering, 8(4), 10963–10970. https://doi.org/10.35940/ijrte.d5416.118419
Tzafilkou, K., Perifanou, M., & Economides, A. A. (2022). Development and validation of students’ digital competence scale (SDiCoS). International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00330-0
Van Laar, E., Van Deursen, A. J. a. M., Van Dijk, J. A., & De Haan, J. (2020). Measuring the levels of 21st-century digital skills among professionals working within the creative industries: A performance-based approach. Poetics, 81, 101434.
https://doi.org/10.1016/j.poetic.2020.101434
Vázquez, J. J., Alonso, S., Saltos, W. M., & Mendoza, S. P. (2021). Assessment of Digital Competencies of University Faculty and Their Conditioning Factors: Case Study in a Technological Adoption Context. Education Sciences, 11(10), 637.
https://doi.org/10.3390/educsci11100637
Vishnu, S., Sathyan, A. R., Sam, A. S., Radhakrishnan, A., Raghavan, S. O., Kandathil, J. V., & Funk, C. (2022). Digital competence of higher education learners in the context of COVID-19 triggered online learning. Social Sciences & Humanities Open, 6(1), 100320. https://doi.org/10.1016/j.ssaho.2022.100320
Zahra, I., Neo, M., & Hew, S. H. (2022). Online Game-Based Learning to Enhance Student Engagement, Motivation and 21st-Century Skills. In Proceedings of the 2nd International Conference on Creative Multimedia 2022 (ICCM 2022) (pp. 192–202). https://doi.org/10.2991/978-2-494069-57-2_21
Zhao, Y., Gómez, M. L. N., Pinto-Llorente, A. M., & Zhao, L. (2021). Digital Competence in Higher Education: Students’ Perception and Personal Factors. Sustainability, 13(21), 12184. https://doi.org/10.3390/su132112184
(Yaacob et al., 2024)
Yaacob, T. Z., Poobalan, K., Hashim, H. I. C., Hasan, M. Z., Subramaniam, Y., & Indiran, L. (2024). The Relationship Between Students’ Digital Competency Skills and Adaptation to Industry 4.0 Learning Technologies. International Journal of Academic Research in Business and Social Sciences, 14(7), 622–632.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode