Teachers' Knowledge, Attitudes, Beliefs, and Instructional Practices in Education 4.0

Abstract

Education 4.0 is the desired learning strategy that coincides with the fourth industrial revolution. This study aimed to determine the extent of teachers' knowledge, attitudes, beliefs, and instructional practices in the context of Education 4.0. A quantitative descriptive research design using a survey technique was employed. The participants of this study were the basic education teachers of St. Paul University Surigao. The main instrument used to solicit information is a five-part questionnaire adapted from Arpilleda and Mallillin (2020). The statistical tools used in this study were Frequency Count and Percentage Distribution, Mean and Standard Deviation, ANOVA, and Pearson Product Moment Correlation Coefficient. Findings revealed that the Basic Education Teachers of St. Paul University Surigao are fully aware of the nature of the fourth industrial revolution in education who possess a positive attitude towards its demands and accept its principles that the learners are at the center of the future ecosystem focusing on an innovative-producing education. The teacher's age, sex, length of service, and highest educational attainment affects their knowledge, attitudes, beliefs, and instructional practices in the context of Education 4.0. It is recommended that the teachers strengthen their practice of teaching students to interpret data for them to apply their theoretical knowledge to numbers, as this was found to be the lowest indicator among the instructional practices.