Abstract

Education 4.0 is a new paradigm that is already transforming the learning experience. The fourth industrial revolution unveiled vast opportunities for Artificial Intelligence and Internet of Things. Employing those smart techniques paves the way for an advanced education system where customized lifelong learning is universally accessible. However, realizing the full benefits of Education 4.0 hinges on enhancing the capabilities of educators to ensure they can navigate such sophisticated technologies and methods. This study aims to explore the variables affecting the readiness to utilize the knowledge and skills of Education 4.0 amongst engineering professors in the University of Jeddah. In total, 22 faculty members across various ranks and disciplines participated in the study. The results revealed the level of educators’ familiarity with Education 4.0 methods such as personalized learning, blended learning and virtual/augmented reality. In addition, the benefits and obstacles of each method is documented. The results also indicate that there is a positive correlation between academic rank and familiarity with Education 4.0, suggesting that faculty members with higher academic ranks tend to have a better understanding of these modern teaching methods. The present study has also identified a number of recommendations to enhance the underlying factors that influence the adoption of Education 4.0 in the college. Future research could evaluate the extent to which educator’s familiarity with Education 4.0 contribute to better student engagement and therefore a better participatory learning environment.