The Awareness of the Educational Philosophy in the Industrial Age 4.0 among the AAQES Grades Six Teachers: Input for Improvement Plan

Abstract

Abstract The goal of this study was to determine how well AAQES Grade Six Teachers understood the Educational Philosophy in the Industrial Age 4.0: Input for Improvement Plan. 45 questions on a test given to AAQES instructors covered topics such the relationship between philosophy and education, its advantages, the educational philosophy they preferred and used in the classroom, and the variables that influenced their choice. It was noted that philosophy and education are related. To ensure that the children learned, teachers in sixth grade employed a variety of teaching philosophies and incorporated their subject into all learning environments. Similar evidence may be found for the many advantages of the relationship between philosophy and education. The desire and practice of educational philosophy in the classroom was further exposed, and all of the elements were judged as "very expressed," with an overall weighted mean of 3.84. Offering education program formation had the highest mean (4.20) and was deemed to be significantly presented. Finally, the AAQES teachers' reasons for selecting their educational philosophies received a total mean score of 4.24, which was assessed as moderately excellent. This indicates that sixth-grade teachers justified their educational philosophy to meet the needs of their pupils and understood the value of philosophy in both the curriculum and learner transformation. Education and teachers serve as change agents. Keywords: 21st century skills, awareness, educational philosophies, industrial age 4.0, input, improvement plan