Abstract
The advancement of technologies related to the Fourth Industrial Revolution is rapidly transforming our society, increasing the need for education to address these changes. This study conducted inᐨdepth interviews with eight instructors teaching emerging technologies at various educational institutions, including regional science museums, to explore the characteristics and challenges of new technology education. The findings reveal that instructors perceive technologies of the Fourth Industrial Revolution as essential for the future society and emphasize that new technology education should foster students’ problemᐨsolving skills and creative thinking. While opportunities and conditions for education in Fourth Industrial Revolution technologies have expanded compared to the early stages, the study identifies several challenges, including limited accessibility to educational environments, difficulties in management, lack of continuity in education, and absence of standardized teaching materials and evaluation criteria. Consequently, this study proposes measures for improvement, such as ensuring continuity in education, developing educational programs through collaboration among experts, and providing studentᐨcentered choices in education. It underscores the need for technology education to evolve into a more systematic and sustainable practice.
Published Version
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