The readiness of IR4.0: Morality and technology integration among mathematics teachers

Abstract

<abstract> <p>The rapid advancement of technology in the era of the Fourth Industrial Revolution presents both opportunities and challenges for education, particularly in the field of mathematics. As teachers incorporate technology into their instructional practices, it is crucial to examine the role of morality in shaping their approach and the subsequent impact on readiness to face the demands of this transformative era. This study investigates the effect of morality as a mediator between teachers' use of technology in mathematics education and readiness for the Fourth Industrial Revolution. The study adopted a quantitative research design, involving a sample of mathematics teachers from Malaysia and Indonesia. The findings found that the impact of technology use on the readiness for IR4.0 among mathematics teachers in Indonesia and Malaysia was found not statistically significant, but it significantly influences morality, suggesting that morality full mediates the relationship between technology use and readiness among mathematics teachers in Indonesia and Malaysia. This study contributes to understanding of how technology integration and moral values intersect in preparing mathematics teachers for the readiness of IR4.0. These insights can inform the development of effective strategies, policies, and interventions to equip teachers with the necessary skills and ethical frameworks to thrive in the digital age.</p> </abstract>