Abstract
The article discusses the main features of the fourth industrial revolution and its impact on the transformation of the labor market and the transition to a new paradigm of education. Authors analyze new requirements for the graduates competence and modern world educational trends. Much attention is paid to strengthening of the project nature of education, blurring the distinction between traditional technical and humanitarian education. Moreover, the authors examine the shift of engineering work with its basic elements – invention, engineering, and design in the field of technical engineering in the area of economic, financial, social, cultural, anthropological design. This requires the creation of new interdisciplinary courses, the revision of the classical approaches to engineering and humanitarian education. The article explores the personalization of the educational trajectories, artificial intelligence as a teacher, e-learning technologies and simulators, information educational environment.
Highlights
The 46th economic forum in Davos, Switzerland, held in January 2016 had the Fourth Industrial revolution as a main topic of the agenda."The First Industrial Revolution used water and steam power to mechanize production
A Fourth Industrial Revolution is building on the Third, the digital revolution that has been occurring since the middle of the last century
Under the influence of the new industrial revolution some expect the offset of the engineering activities with its basic elements in the field of technical engineering to the area of economic, financial, social, cultural, anthropological design. This requires the creation of new interdisciplinary courses, the revision of the classical approaches to engineering and humanitarian education
Summary
The 46th economic forum in Davos, Switzerland, held in January 2016 had the Fourth Industrial revolution as a main topic of the agenda. A key driver of the Fourth Industrial revolution is the integration of “cyber-physical systems”, CPS, in production processes This could be a disaster for the lots of specializations and professions and could cause a fundamental change in the nature of education and the organization of the educational process. Expensive high-intensity "live" education, based on personal interaction with highly qualified teachers and collective creative work, the formation and development of teams, will become more and more elitist, which will increase social inequality of the population As a consequence, it will have premium nature — and in most cases will be organized not as a long collaborative learning, but as short intensive sessions. Toffler [7,8] that in the conditions of information society, development of traditional views about quality of life significantly changed, and it more depends on the level of consumption of information products and services, their availability
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