CHAPTER I

INTRODUCTION
The rapid growth of technology is causing an upsurge in the educational landscape. This revolutionary
period, known as Education 4.0, suggests a time when the fundamentals of teaching and learning will be
redefined by individualized learning, unrestricted access to information, and the smooth integration of
cutting-edge technology like virtual reality and artificial intelligence. Given this dynamic environment, it
becomes essential to provide aspiring educators with the information and abilities to use and manage
these cutting-edge resources. Considering this, we focus on Pangasinan State University – Alaminos City
Campus (PSU-ACC) Bachelor of Elementary Education (BEED) students, looking to investigate the
complex web of technology use in utilizing Educational 4.0 Competencies.
This study explored the core of this relationship by carefully analyzing the kinds of devices that BEED
students use for their academic work. It reveals the complex webs of individual attitudes and views
regarding technology integration, highlighting their comfort zones, fears, and goals in this dynamic digital
landscape. In addition, we set out to discover the chances and obstacles that students encounter while
creating their unique patchwork of Education 4.0 competencies. By closely examining their educational
experiences, we hope to shed light on the complex role PSU-ACC played in preparing students to be the
designers of a technologically driven educational future.
The importance of this research endeavor revolves around the educational landscape. In the first place, it
illuminates the real-world experiences of aspiring teachers as they struggle with the complexities of
integrating technology into their academic work. This knowledge opens new possibilities for curriculum
development and training initiatives better suited to the demands of Education 4.0. It also provides
priceless insights into how the field of teacher education is changing. Secondly, by clarifying BEED
students' opportunities and challenges, we offer curriculum developers, educators, and policymakers the
knowledge needed to close the digital divide and confidently enable aspiring educators to teach in the
rapidly evolving technological landscape. Furthermore, this study adds to the national conversation about
successful technology integration in the Philippines' teacher education programs, which could have a
national impact on efforts to get the next generation of teachers ready for the changing needs of the 21st
century.
This research is organized into discrete sections, each carefully designed to reveal a different aspect of the
intricate link between technology and the BEED students at PSU-ACC's development of Education 4.0
competencies. We combine a thorough literature analysis, careful methodology, and perceptive
conclusions with each thread, adding to our understanding of this crucial aspect of the growth of
education. As we go deeper into the complexities of this study, we hope to provide insight into how
technology and education will be integrated in the future, enabling future teachers to create a masterpiece
of creative teaching and learning in the classrooms of the future.
Technology development is essential in the implementation of Education 4.0. The roles of technology
support the teaching and learning process in this digital era because those roles help the students to be
autonomous learners. This means that students can learn everything and everywhere by clicking on many
features or platforms on the internet that relate to their subject studied. So, as future teachers, BEED
students need to be prepared with the information and abilities required to use technology in the
classroom efficiently so they can interact with students in significant and revolutionary ways. To better
understand how BEED students at PSU-ACC are utilizing technology to improve their Education 4.0
capabilities, this study will look at how technology integration affects their instructional strategies and the
learning outcomes of their students.
Most universities use technology extensively for teaching and learning. To be relevant, educators must
embrace new technological advancements in the twenty-first century. With technology, teachers may
work from anywhere at any time, and it also saves time (Pobre, 2019). Some innovative educational
institutions have a website where students can submit their grades (De Guzman et al., 2018).
Technology is highly significant in this era of Education 4.0 and computer generation since it can benefit
teachers and students positively. However, if the teachers are not computer literate, all those technological
advances will be for nothing. By integrating technology into instruction, teachers may put their
competencies into practice, which will inevitably lead to technical advancements in instruction.

BACKGROUND OF THE STUDY

The demands of Industry 4.0, where people and technology work together to create new opportunities, are
met by Education 4.0. According to Fisk (2017), the new learning paradigm encourages students to
acquire the necessary knowledge and abilities and recognize the sources from which they might obtain
them. Education 4.0 is associated with nine trends (Fisk, 2017). To begin with, education can happen
anywhere, at any time. Remote, self-paced learning is made possible by e-learning tools. The flipped
classroom strategy is also critical since it makes it possible to acquire theoretical material outside of class
and conduct interactive instruction within class. Second, each student's education will be tailored to them
specifically. They will only be given more challenging assignments when they reach a particular degree
of mastery. Thirdly, pupils are free to choose how they choose to study. Students are still allowed to
select the teaching methods or resources that best suit their needs, even though the organizations or
authorities in charge of the curriculum have predetermined the learning objectives for each course.
Fourth, there will be more project-based learning opportunities for students. Students must use their
knowledge and abilities to finish a few short-term assignments. Fifth, students will get greater practical
learning exposure through field experiences like internships, mentorship, and group projects. Sixth,
students will learn about data interpretation. In this unit, they will be expected to apply their theoretical
knowledge to numerical data and utilize their critical thinking abilities to conclude from predetermined
data sets based on trends and logic. Seventh, there will be a shift in how pupils are evaluated, and the
traditional evaluation methods may need to be updated or more. The students' views will be considered
while creating and revising the curriculum. Finally, as students become increasingly self-sufficient in
their education, teachers must take on a new role as facilitators, helping the students progress through
their learning. The nine tendencies of Education 4.0 shift the primary learning responsibilities from
instructors to learners.

https://journal.aldinhe.ac.uk/index.php/jdhe/article/view/572/418
Figure 1. Industrial Revolution
Education has always been a vital aspect of life, dating back to the time of the Greek philosophers and
even before (Harasim, 2017). Education has always given society direction and guidance; in Ancient
Greece, formal education institutions were used to prepare young men for military duty (Matheson,
2015). Many decades later, the First Industrial Revolution gave rise to the United Kingdom's mandatory
schooling system, which trained people for factory labor. Utilizing electrical power was the foundation of
the Second Industrial Revolution, which occurred around the turn of the 19th century. The Third
Industrial Revolution, which occurred in the 1950s and 1960s, built on scientific advancements during
World War II. The 1944 Education Act established the grammar, secondary, modern, and technical
schools that are still used today (Brock, 2015). The "spread of ICT is arguably one of the greatest changes
that compulsory education has witnessed in the last twenty years," according to Smith (2014, p. 16), who
notes that changes in compulsory education are still occurring. According to Schwab (2015), we live in
the Fourth Industrial Revolution, where lifelong learning, virtual assistants, and technology—collectively,
Education 4.0—allow higher education to adapt to changing social and political demands.
Academics and institutions must collaborate with students to provide learning that satisfies the needs of
stakeholders, given the shifts in society brought about by Education 4.0 and the 21st-century learner.
 Digitalization has influenced educational systems worldwide in the last ten years, drawing
interest from practitioners, scholars, and decision-makers in education. Education, skills, and jobs are all
undergoing significant change due to digital technologies. These modifications reflect the growing
importance of technology in education 4.0. Digital technologies surpass creative and non-traditional
teaching and learning methods through collaborative education.

https://www.weforum.org/agenda/2023/01/skillsets-cultivated-by-education-4-0-davos23/
Figure 2. Problem-solving, collaboration, and adaptability are the three critical skills that Education 4.0
must impart to students.

In the ever-evolving landscape of education, the traditional approaches to learning are being redefined to
meet the demands of the 21st century. This shift, often referred to as Education 4.0, recognizes the need
to prepare students with knowledge and the essential skills that will equip them for success in a rapidly
changing world. Among these critical skills, problem-solving, collaboration, and adaptability are crucial
pillars of Education 4.0. These skills go beyond the confines of textbooks and exams, focusing on real-
world applications and the ability to navigate complex challenges. In this era of Education 4.0, students
are encouraged to become active participants in their learning journey, equipped with the tools needed to
tackle problems, work effectively in teams, and adapt to the dynamic demands of the future as we delve
deeper into the significance of these skills and their role in shaping the education landscape of today and
tomorrow.
Critical thinking is at or close to the highest point of each college's and company's unquestionable
necessity range of abilities, but what is the significance here? Understudies who are skillful issue solvers
approach issues with interest, prepared to embrace the test before them. Working freely or with others,
understudies concentrate on the circumstance and pose inquiries to distinguish the primary driver of an
issue, cooperatively conceptualize potential arrangements once the reason is checked, examine and test
arrangements on a limited scale, survey the results of those tests, increase the best arrangement and
continue to screen the answer for guarantee that it is genuinely taking care of the issue. Students develop
and rely on problem-solving fundamentals, persistence, critical thinking, creativity, and data analysis.
At its core, collaboration is about working well with others, sometimes as a team leader and other times
as a team member. Collaboration is fundamentally about working well with others, sometimes as a team
leader and sometimes as a member. Cooperative understudies are compelling and impacted by great
information and viable influence. They are ready to alter their perspectives when faced with proof
opposing their underlying convictions. Successful associates construct associations with all character
types, working styles, and foundations, acting rapidly to bring down strain and resolve clashes inside any
group.
Moreover, they are respectful communicators, whether imparting face-to-face, on camera, using sound
while writing in any structure (from low-setting miniature messages to extended reports), or effectively
tuning in. The Partnership for 21st Century Learning and British educational publishing giant Pearson
Education reviewed the most significant findings regarding teaching students how to collaborate five
years ago. According to the report, interpersonal communication, conflict resolution, and task
management are the three components of collaboration that should be incorporated into everyday
classroom activities. For instance, the report states, "There will be little need for students to coordinate
their ideas and contributions if a task requires groups to generate many ideas without prioritizing those
options or making any selections. Suppose an undertaking calls for agreement, yet everybody concurs
about the best strategy. In that case, there is no valuable open door for understudies to rehearse their
compromise abilities. The learning environment must include some friction to develop and practice
collaboration skills. The report suggests teaching students how to conduct peer evaluations that provide
honest, constructive feedback and organizing students into various groups for various tasks and projects.
Roles should also be rotated among students to ensure that all students experience a variety of
responsibilities and interpersonal situations.
The report also confirms, which should not surprise, that students with strong collaboration skills have
better employment and advancement prospects than students who do not. Because "adaptability" is
difficult to define, it has long been the capacity to adapt to new circumstances and realities constantly.
The ability to deal well with ambiguity, sudden shifts, and unfamiliar situations and the capacity to act
decisively and creatively under pressure are all examples of adaptability skills. Youth who are adaptable
seamlessly transition from following to leading. They invite opportunities to learn new points, ace new
abilities, and test themselves.
An Australian exploration group driven by Andrew J. Martin has been looking into how students react to
change, novelty, and uncertainty. For the past ten years, pointing out that developing resilience,
buoyancy, and self-regulation is one of the cognitive, behavioral, and affective (emotional) adjustments
necessary to learn to adapt. One way to deal with showing flexibility is to make a self-directed process
with understudies in which understudies self-assess their capability in a specific region, lay learning
objectives, work to construct insight and abilities, assess capability once more, distinguish the changes
expected to proceed to work on, etc. After some time, changing and altering skills and ways of behaving
from assessment and criticism empowers this versatile mentality in youngsters. Schooling 4.0 envelops
the pattern of computerized reconciliation in our day-to-day routines, where individuals and people are
matched to eliminate a dissolvable problem and troubleshoot and foster new speculations about
innovativeness. Teaching and learning have become lively due to education 4.0's widespread knowledge
availability. We can easily imagine education 4.0 in the context of technological advancements.
People and humans can be matched to remove a solvent, debug, and develop new theories about
inventiveness for the economical use of information. Teaching and learning have become lively due to
education 4.0's widespread knowledge availability. For us, imagining training 4.0 about mechanical leap
forwards is simple. The financial use of data can be modified by Schooling 4.0 later. Education 4.0,
developed in the early 21st century, will satisfy the requirements of the innovation era. Education 4.0 will
focus on discovering what is more individualized. Students now have access to various digital learning
resources, allowing them to choose which lessons will help them achieve their goals. Also, because
computerized learning frameworks offer criticism on learning accomplishment and proposals for coming
up with the following example's substance, they further develop appraisal flexibility. Students are
expected to create and accept new technologies to advance civilization during this process. (Ben Levin,
2010; Puncreobutr, 2016; Irianto, 2017).

https://www.sciencedirect.com/science/article/pii/S0045790621002603
Figure 3. The four core components of Education 4.0 in higher education are used as a reference
framework

The figure shows the core components of Education 4.0 in higher education used as a reference
framework. Four fundamental components shape the suggested idea of Education 4.0 Competencies,
Learning Methods, Information and Communication Technologies, and Infrastructure. The four main
concepts of Education 4.0 are summed together in Figure 3. Relevant examples of how the suggested
components were implemented are included, too.
Two competencies describe these competencies: transversal and disciplinary. Transversal competencies
are core competencies that should be developed in higher education, according to the following: critical
thinking, cooperation, collaboration, communication, creativity, and innovation. Critical thinking
promotes the use of various problem-solving strategies and students' immersion in actual issues. In
cooperation, by providing tasks that encourage group members' engagement and as a result, each member
oversees completing a portion of a challenging project or problem. In Collaboration, the learners must
first show they can communicate and collaborate on assignments through teamwork exercises.
Communication can improve students' communication abilities and help them in complicated
communication situations by participating in activities that help them articulate their ideas clearly. In
creativity and innovation, through exercises that motivate students to plan, create, and investigate to bring
original and creative answers to problems to life. Therefore, by honing these competencies, suggestions
for enhancing any system, process, service, or practice to optimize resource utilization are encouraged.
Disciplinary competencies are linked to technical expertise and job-specific abilities that can be used in a
particular domain. This competency has three aspects: the training and development of functional,
technical, and technological knowledge and successful workplace performance skills; the capacity to
research, design, create, and implement new technologies; and the use of emerging technologies and best
practices to propose technology-based solutions.
The learning delivery modalities have two main features: learning delivery modalities and learning
methods. To provide more flexible and accessible programs as well as relevant and customized material,
higher education courses and programs are being embraced and coupled with various delivery modes. In
the context of Education 4.0, three frequently utilized learning-delivery modalities can be identified:
Face-to-face learning, Online Distance Learning, and Asynchronous and Hybrid-Blended Learning.
However, in learning methods to improve the teaching-learning processes, new programs include modern
and developing technology into their student-centered or learner-centered models, which involve students
actively participating in the learning process.
Two perspectives exist on the Information and Communication Technology element in Education 4.0
technology-based tools and platforms. There are examples of numerous IoT-powered modern strategies
used in several technological implementations that support educational operations, as shown in the figure.
As these technologies have developed, they have enhanced the available tools and platforms and given
rise to a steady stream of creative applications. However, some examples of the tools and platforms are
shown in the figure. Information and Communication Technology provides new opportunities for
innovation and enhancement of traditional teaching and learning processes because of their competencies
and capabilities.
The current infrastructure utilized in higher education is described at two different levels: at the classroom
and the institution level. The primary focus of this at the classroom level is on providing the classroom
with the necessary tools and equipment, which includes creative furniture, connected equipment, and
other didactic and instructional materials. At the institutional level, the utilization of resources found in
educational institutions, such as systems, services, and facilities, is considered. Along with administration
and service operations, this infrastructure is considered for pedagogical procedures.

STATEMENT OF THE PROBLEM

This study aimed to explain the influence of Technology Utilization in Developing Education 4.0
Competencies Among BEED Students of PSU-ACC. Moreover, this sought to answer the following
questions;
What are the Profiles of the respondents in terms of:
Sex;
Year Level;
General Weighted Average (GWA) last semester
Technologies used by BEED students in developing Education 4.0 Competencies
What was the extent of utilization of technologies by the BEED Students in developing their Education
4.0 competencies?
Problem Solving
Collaboration
Adaptability
What were the extent of challenges encountered by the students in using technology along;
Problem-solving
Collaboration
Adaptability
Is there a significant difference between the extent of utilization of technology in developing Education
4.0 Competencies across profile whereabouts?

SIGNIFICANCE OF THE STUDY

This study was conducted to benefit the following;
Faculty Members. This study shows how technology is utilized in developing Education 4.0
competencies. It will be easier for them to discuss different topics.
Students. This study may benefit the students as it offers a framework for understanding the role of
technology in education. Furthermore, this research can guide them on how to utilize technology in
developing Education 4.0 Competencies.
Future researcher. This research may be a valuable resource for future researchers interested in
technology utilization. It provides a foundation for subsequent studies, facilitating the advancement of
knowledge in this critical area of education.
Parents. This study can help parents understand the benefits and challenges of using technology in
education. It equips parents with the knowledge to support their children's learning by guiding them on
how technology can be used effectively.
School Administrator. This study can help the administrators use the insights provided to make informed
decisions regarding technology integration in developing Education 4.0 Competencies.

THEORETICAL FRAMEWORK
This study is anchored on the theory of TPACK (Technological, Pedagogical, and Content Knowledge).
(Punya Mishra and Matthew J. Koehler. 2006) established the TPACK theory, which outlines the
knowledge and abilities that educators require to use technology, educate students effectively, and convey
subject content. Mishra and Koehler, in their seminal work on the TPACK model, "Technological
Pedagogical Content Knowledge: A Framework for Teacher Knowledge," published in 2006, explain that
they developed their theory after studying teachers at all grade levels for five years, using design
experiments to observe how their classrooms operated. Lee S. Shulman's book "Those Who Understand:
Knowledge in Teaching" (1986) served as the basis for their initial idea. Shulman's overlap, or
Pedagogical Content Knowledge, comes first. The way these areas overlap reminds us as educators that
we plan our classes best to support students' acquisition of the subject matter. Teachers understand that
PCK is necessary to simplify a subject and teach it effectively, as stated by another researcher, Rick
Marks, (1990): "PCK represents a class of knowledge that is central to teachers' work and that would not
typically be held by non-teaching subject matter experts or by teachers who know little of that subject."
Technological Content Knowledge is the second area of overlap that was established. TCK refers to how
technology shapes content. To extend the concept to TPACK, Mishra and Koehler comprehend Marks'
PCK remark: "TPACK represents a class of knowledge central to teachers' work with technology."
Mishra and Koehler quickly point out that all this knowledge is contextual, in addition to these new
knowledge overlapping areas. This knowledge would not typically be held by teachers who know little
about technology or the subject matter, by technologists who know little about the subject or pedagogy, or
by subject matter experts who are proficient in technology. In addition to your students and the
surroundings, you as the instructor are a part of the context. The context of each circumstance varies
slightly, and so does your body of knowledge. The setting and your knowledge base vary somewhat with
each scenario, resulting in a different learning environment. Problems arise when we treat technology as a
distinct body of knowledge; but, by grasping the TPACK framework, we may incorporate technology into
our classrooms' curriculum and instructional strategies. Our students' learning will be enhanced by
integration. TPACK, according to Mishra and Koehler, ought to direct teacher preparation programs and
curriculum creation (Canada). The BEED program at PSU ACC benefits from TPACK by educating its
students on how to investigate and employ various technological tools in their instructional strategies.
This is advantageous in the rapidly evolving realm of Education 4.0, where digital technologies are
essential. They may quickly incorporate online resources, instructional apps, and digital materials into
their lesson plans with the framework's assistance, providing their future students with a dynamic and
exciting learning environment. The TPACK framework, when applied to PSU ACC's BEED students,
advances the goals of Education 4.0 by producing a new generation of educators who are knowledgeable
about their subjects and sensitive to the needs of students in the twenty-first century. By incorporating
TPACK, TPACK propels the modernization of education and prepares future teachers with technological
proficiency. This allows BEED students to play a significant role in advancing education.
Another theory that supports this study was the theory of connectivism. The two theorists behind this
were George Siemens and Stephen Downes. This theory was first introduced in 2005. The foundation of
connectivism is the notion that digital technology makes new forms of learning possible. According to
connectivism, technology plays a significant role in our educational process. This theory advances the
notion that learning can occur through digital platforms. According to George Siemens (2004) and
Stephen Downes (2005), Connectivism Learning Theory using digital technology to solve problems leads
to a deeper comprehension of the subject matter. According to connectivism theory of learning, students
should integrate ideas, theories and general knowledge effectively. It acknowledges that technology plays
a significant role in education and that staying connected always allows us to decide what we learn. In
decision-making, problem-solving, and information interpretation, it encourages group participation and
discussion, providing various opinions and perspectives. Through social media, blogs, information
databases, or online networks, among other non-personal learning environments, connectivism fosters
learning. Connectivism implies that learning occurs not only in traditional classroom environment but
also in digital networks and online communities as BEED students use technology to build education 4.0
competencies. In gaining and creating knowledge, the theory highlights the importance of links and
networks. Also, as part of the educational process, connectivism promotes investigating many digital
tools and platforms. Within the connectivism framework, BEED students can use online forums, social
media, and collaborative tools to improve their technology literacy. In developing competencies in line
with the forward-looking Education 4.0 paradigm, the theory supports the idea that learning is a dynamic
growing process helped by the connections learners create with information sources and each other.
According to Engagement Theory, active technology BEED students use is essential for developing
Education 4.0 capabilities in this study's context. The idea of this theory is that when students actively
participate in the learning process, they have a higher chance of remembering the information. So, as a
result, using technology to include interactive and participatory components can raise BEED students'
engagement levels and improve the learning process's effectiveness. To facilitate the development of
Education 4.0 competencies, technology may be utilized to offer interactive simulations, real-world
applications, and cooperative projects. In a technologically advanced setting, BEED students are more
likely to be motivated and engaged throughout their learning process if they feel relevant and connected
to their future educator roles.

CONCEPTUAL FRAMEWORK
Improved utilization of technology in developing Education 4.0 competencies among BEED students of
PSU-ACC.
Data gathering with the use of a survey questionnaire.

Organizing data and

Interpretation

Analysis of data.
Statistical treatment

Profiles of the BEED Students at PSU Alaminos City Campus on their Technology Utilization in
Developing Education 4.0 Competencies in terms of;
Age;
Sex;
Year Level;

What was your GWA last semester?

What are the technologies used by BEED students in developing Education 4.0 Competencies?

What is the extent of utilization of technologies by the BEED Students in developing their Education 4.0
competencies?
Problem-Solving
Collaboration
Adaptability
What are the extent of challenges encountered by the students in using technology along;
Problem-solving
Collaboration
Adaptability

Is there a significant difference between the extent of technology utilization in developing Education 4.0
Competencies across profile whereabouts?

INPUT PROCESS OUTPUT

Figure 4. Research Paradigm

According to Guba (1990), research paradigms can be characterized as "the set of common beliefs and
agreements shared between scientists about how problems should be understood and addressed."
Research paradigms guide all areas of your study plan, including the point of the study. It consists of the
household size and profile of the respondents, their academic performance in General Education subjects
and Professional Education subjects, the extent of utilization of technologies, and the extent of challenges
encountered by the students, there are significant differences between the importance of utilization of
technology. These variables were collected as questionnaires to analyze and interpret the results.

ASSUMPTIONS
This study was conducted based on the following assumptions.
BEED students who use technology extensively will likely excel in Education 4.0 competencies, with
variations influenced by demographic factors like age, sex, and year level.
The adaptation of specific technologies, such as interactive software and online platforms, enhances
BEED students' problem-solving, collaboration, and adaptability skills.
Despite potential benefits, BEED students need more resources and technical difficulties when using
technology. Addressing these challenges can improve students' technology skills and their development of
Education 4.0 competencies.
Hypothesis of the Study
This thesis proposes that given the growing significance of Education 4.0 capabilities, technology use is a
crucial factor in developing these competencies among PSU-ACC BEED students. More specifically, it is
anticipated that these students' competency levels in Education 4.0 competencies will positively correlate
with the frequency and depth of technology use in the classroom.
The hypothesis states that students who use technology more frequently during their education will better
comprehend and implement the Education 4.0 competencies. These encompass communication,
teamwork, creativity, and critical thinking—all crucial abilities in the 21st-century learning paradigm.
To explore this theory, the study will gauge students' use of technology and assess their competency in
Education 4.0 competencies using a range of assessment instruments. The study's findings shed important
light on how technology may affect future educational initiatives and equip students to meet the needs of
contemporary society.

SCOPE AND DELIMITATION OF THE STUDY

This study focused on how education affected the learning of Bachelor of Elementary Education
(BEED) students of Pangasinan State University Alaminos City Campus. The target respondents of this
research are only 81 (1st and 2nd year) BEED students at (PSU-ACC), during the academic year 2023-
2024. The central purpose of this study was to identify the impact of technology utilization in developing
education 4.0 competencies among BEED students of PSU-ACC.
The researchers gathered data through questionnaires using Google Forms (G-form) and face-to-face
interaction. Every BEED student had the same questionnaires to answer. To maintain a manageable scope
and ensure the precision of the study, certain limitations were defined:
First, the coverage period was limited to the present academic year, giving a moment in time for the
current events. This restriction makes it easier to analyze the dynamics of the present in detail without
diving into the past or the future.
Second, the study was limited to the PSU-ACC setting because of its geographical delimitation, which
recognizes that other educational institutions may have unique characteristics in using the specific
technologies relevant to education 4.0 (such as education software, online resources, digital platforms,
etc.) within the context of developing competencies among BEED students.
Thirdly, the study examined a delimited set of competencies aligned with education 4.0, such as digital
literacy, critical thinking, creativity, collaboration, and adaptability.
Lastly, the study adhered to ethical guidelines and considerations regarding participant confidentiality and
data privacy, focusing on protecting respondents' rights and welfare within the survey.

DEFINITION OF TERMS
This section contained the conceptual definitions of terms used in the study. The operational definitions
of some terms used within the study context were likewise presented to achieve a clearer understanding of
and better insight into the study's presentation and interpretation.
Education 4.0 refers to the integration of emerging technologies such as artificial intelligence, virtual
reality, augmented reality, big data, and the Internet of Things into the teaching and learning process,
fostering personalized, learner-centered, and technology-enhanced educational experiences that prepare
individuals for the demands of the 21st-century workplace.
Technology Utilization refers to the frequent and purposeful application of educational technologies by
BEED students in their academic activities, including accessing learning resources, participating in online
discussions, creating multimedia presentations, and utilizing technology-based tools for problem-solving
and collaboration.
Technology refers to the products resulting from such efforts, including tangible tools such as utensils or
machines and intangible ones such as software.
Bachelor of Elementary Education (BEED) refers to undergraduate students enrolled in the
Bachelor of Elementary Education program at PSU-ACC who participate in this research study.
Collaboration refers to the ability of BEED students to work effectively with others using technology
tools to achieve shared learning goals, such as completing group projects, participating in online
discussions, or co-creating learning resources.
Adaptability refers to BEED students' willingness and capacity to embrace and integrate new educational
technologies into their learning process. This will be measured through self-reported surveys and
observations of technology use in academic activities.
Problem-solving refers to the ability of BEED students to utilize technology tools and resources to
identify, analyze, and solve educational challenges effectively. This will be assessed through case studies,
simulations, or problem-solving tasks involving technology integration.
Chapter II
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter aims to synthesize existing literature and studies on technology utilization, focusing on its
impact on developing Education 4.0 competencies among BEED students.
Related Literature
Education 4.0, characterized by its emphasis on technology integration, personalized learning, and
innovative teaching methods, poses unique challenges and opportunities for teacher education programs.
A study by Egbo (2020) found that integrating technology into teacher education programs can enhance
pre-service teachers' critical thinking, problem-solving, collaboration, and communication skills, all of
which are essential for Education 4.0 competencies. Another study by Mishra and Koehler (2006)
proposed the Technological Pedagogical Content Knowledge (TPACK) framework, which emphasizes
the need for teachers to possess knowledge of technology and content and the ability to integrate them
effectively into their teaching practices.
With careful integration and strategic use, technology can enable PSU-ACC BEED students to become
designers of innovative learning environments for the Education 4.0 era. However, having a critical
stance that recognizes the intricacies of pedagogy, context, and equity is crucial. Through a research-
informed, student-centered approach beyond surface integration, PSU-ACC can make sure that its BEED
program gives aspiring teachers the tools they need to navigate the constantly changing educational
landscape and enable students to succeed in a technologically advanced world. Ultimately, this is the
structure we are trying to build amid the digital maze of Education 4.0.
Rapid technology advancements are making it possible for the revolution in teaching and learning to enter
a new stage of change management in the education sector, giving students access to lifelong learning.
We now live in a world marked by volatility, uncertainty, complexity, and ambiguity thanks to the
transformation brought about by current technology advancements Bennett and Lemoine (2014).
Technology Utilization in Education
Several academic studies have explored the complex functions of technology in the classroom, clarifying
its efficacy as a powerful instrument for a range of educational objectives. Interactive platforms,
simulations, and multimedia materials enable improved learning (Sun et al., 2020). Furthermore,
educational technology transcends national boundaries, guaranteeing inclusivity and accessibility for
learners with various requirements (UNESCO, 2019). Additionally, online platforms facilitate
communication and collaboration, promoting teamwork and improving communication abilities (Hussain
et al., 2021). In addition, technology-based learning activities like project-based learning and coding
foster critical thinking and problem-solving abilities (Motiwalla et al., 2018). However, there are
obstacles to technological integration that must be carefully considered. These include the digital divide,
teacher skill gaps, cybersecurity, and ethical issues (World Bank, 2016; Mishra & Koehler, 2006;
UNESCO, 2019).
Robandi, Kumiati, and Sari (2018) identified significant factors in implementing Education 4.0, including
influences on education, educational challenges, and education relevant to Industrial Revolution 4.0. They
asserted that the influences on education include early digitalization and computerization, information
education, administration of digital learning, and changes in the paradigm of the student's thinking.
Considering educational challenges, they identified infrastructures, facilities, limited human resources,
and digital technology. They concluded that internet-based education and character education are the two
critical elements that make education relevant.
Education 4.0 Competencies
The focus of Education 4.0 is on developing the skills necessary to prosper in a society that is changing
quickly due to globalization and technological breakthroughs. (World Economic Forum, 2020; UNESCO,
2016, 2015; OECD, 2019) These qualities include critical thinking and problem-solving, creativity and
invention, communication and teamwork, digital literacy and technology fluency, global citizenship, and
social responsibility. To attain these abilities, learner-centered pedagogies that prioritize active learning,
project-based learning, and collaboration must replace traditional, teacher-centered pedagogy (Hussain et
al., 2021). Technological integration is one of the most important ways to help BEED students develop
their Education 4.0 competencies. Studies show that through debates, simulations, and group projects,
technology-enhanced training can foster critical thinking, problem-solving, and communication skills.
Students can express themselves through multimedia projects, storytelling, and coding thanks to digital
tools and platforms that foster creativity and innovation. Online collaboration platforms promote
cooperation, communication, and global citizenship by bringing students together with peers from
different backgrounds and cultures. It has been demonstrated that blended learning models, which
incorporate technology and conventional teaching techniques, enhance student motivation, engagement,
and capacity for self-directed learning (Sun et al., 2020).
Foreign Literature
Education 4.0 completes digital integration in our daily lives, where computers and people work together
to solve problems, find solutions, and develop innovation theories. Information is widely available, and
the teaching and learning process is now dynamic in Education 4.0 (Halili, 2019). With the way
technology is developing, it is easy to imagine what education 4.0 will entail. Future education 4.0 can
significantly alter how people use technology to access information.
The "Education 4.0" learning strategy, which aims to transform education through automation and
cutting-edge technology, is linked to the fourth industrial revolution. Robotics, innovative technology,
and artificial intelligence are all part of this technological revolution. Every one of these affects the way
we conduct our daily lives. In a world where cyber-physical systems are commonplace in all enterprises,
they must continue generating successful graduates. This entails integrating technology into the
curriculum, radically altering how individuals learn, and leveraging technology to enhance the
educational process. (Tiruchelvanet al., 2023). Many authors have coined the term "Education 4.0," which
has gained much attention recently. These authors have conceptualized it in terms of the four well-known
periods of the Industrial Revolution. As a result, technological advancements have been studied in the
education industry. Consequently, pedagogy, teaching philosophies, educational models, information
sources, learning procedures, and the roles of educators and students are all considered in the
conceptualizations. To improve the efficiency, adaptability, and accessibility of knowledge creation and
information transmission processes, methods, practices, and activities are being witnessed nowadays.
Therefore, initiatives centered on educational innovation have changed to address contemporary
educational challenges.
The growing body of contemporary research indicates that education should stay up to date with the
student population and provide them with a sustainable and safe future. Education 4.0 creates a similar
atmosphere through special tools and technology, guaranteeing that the educational experience is
comparable to what one might have at work. Consequently, Education 4.0 is a more applied and
pragmatic kind of education. Approach that can yield outstanding outcomes for students' learning. It is
critical to keep the world shifting, and educational establishments employ the approach known as
Education 4.0 to guarantee this.
Education 4.0 is an innovative, virtual, digital revolution for many stakeholders, including teachers and
educators. Teachers may think the Education 4.0 personalized learning philosophy will give them more
work, but more is needed. In contrast, Education 4.0 benefits schoolteachers and educators in educational
institutions because they can better meet the specific needs of students. In the end, educators can impart
knowledge using Education 4.0. not courses, but students. Utilize resources and methods that encourage
this goal of individualized learning. Better learning results from these improved educational achievements
and student outcomes based on the outcomes teachers and educators produce. Teachers and educators are
enabled by Education 4.0 by offering top strategies and tactics to make work easier. School and other
management systems enable educators to improve their interactions with pupils by communicating
effectively and without delay. Automating will lessen the administrative workload and several procedures
while updating a few select procedures and methods of instruction. Education 4.0 enhances performance
by strengthening teachers' abilities and student learning outcomes. (Sharma, 2019)
In the context of Education 4.0, this is a crucial goal for all higher education institutions: promoting
students' learning and improving their results. The education ecosystem's primary stakeholders are
students, who play a significant role as beneficiaries. The Education 4.0 model is the same as before,
treating students as beneficiaries. Using technology, students can better connect with other stakeholders in
the system and better communicate with teachers, parents, and management. Digital technologies must be
included in the teaching and learning process to support Education 4.0. To satisfy the needs of the
Industrial Revolution 4.0, teachers will need to enhance their competence and adjust to technological
developments. To be ready for future challenges, learners in this era need to acquire a wide range of
abilities, including critical thinking, problem-solving, creativity, communication, teamwork, and
technology proficiency (Ahmad et al., 2019; Lea, 2020). The teaching and learning process has
undergone substantial changes because of Education 4.0, which has reinterpreted conventional ideas like
technology, teaching, schools, and teachers (Mansor et al., 2020).
Local Literature
Education 1.0 focused on memorization and lectures; Education 2.0 introduced technology and the
internet; Education 3.0 focused on knowledge production; and Education 4.0 required inventive
production (Siltharm, 2017). Are Philippine higher education institutions prepared for the needs of
Education 4.0? The Pangandaman et al. study. (2019) discussed Education 4.0 while describing the
current condition of higher education in the Philippines. They concluded that research, technological
improvements, and educational facilities are crucial components of a postsecondary school that help it
prepare for Education 4.0.
Research shows that incorporating technology into the classroom can enhance instruction quality and
learning. It can address education planning, creation, implementation, assessment, and evaluation at all
educational levels, including special, inclusive, non-formal, informal, and lifelong learning. Educators
also find convenience, ease, and confidence in the ability of students to engage in rich learning
experiences in the classroom when they use technology integration. Still, there are not many empirical
studies that identify how well teachers integrate technology into the classroom. Teachers need to possess
the necessary abilities and expertise to fully utilize and capitalize on the possibilities of technology even
when utilizing it in a classroom. It takes instructions to acquire some skills. As a result, educators need to
be adept at using various teaching and learning resources and have the skills required to instruct students
in the twenty-first century. According to UNESCO, information and communication technology (ICT)
significantly impacts student learning. Teachers must possess digital literacy and know how to integrate
ICT into the curriculum. It is recommended that educators' digital competencies for the twenty-first
century be examined as technology becomes increasingly integrated into their job descriptions.
The world is currently entering a new era in terms of technology particularly. Information technology
continues to develop into the fourth century of the Industrial Revolution, or Industry 4.0. Information
technology continues to develop in the all-digital world. On the other hand, humans have freedom in the
use of technology. They can control the various conveniences offered by digital technology so that they
tend to follow trends or lifestyles closely related to electronic devices in everyday life. Some digital era
trends include the discovery of web-based technology services and social networks that allow users to
easily access and distribute information without being limited by space and time (Setiawan, W. 2017).
One of the most crucial instruments for supplying the human skills required by 21st-century economic,
social, and technological changes is education. Issues like Education 4.0, which focuses on educating the
next generation of Industry 4.0 producers and users, innovation in education, and developing innovative
capabilities via education are explored in this context. (Dr. Bayrak, 2019).
Accordingly, Education 4.0 starts a very important, complex, and open conversation about the critical
issue of modern society: how to modify the education system to make it effective and respond to the
demands of the rapid development of Industry 4.0 technologies (Akimov et al., 2023).
Following, Anealka (2018) identified nine trends related to
Education 4.0 which include: (1) learning can be taken anytime and anywhere, (2) learning is
personalized, (3) learners are provided with choices on how they learn, (4) learners are exposed more to
project-based learning, (5) learning through hands-on and field experience, (6) learning through data
interpretation, (7) assessments are varied, (8) learners are involved in curriculum planning, and (9)
learners are more independent in their learning. He asserted that these nine trends provide the major shift
of education to education 4.0. Reddy (2017) said that Education 4.0 would equip students with skills for
productive employment in their chosen careers through a technology-driven curriculum tightly aligned
with the practical needs of the economy.
Education 4.0 is the current period in which Higher Education
institutions apply new learning methods, innovative didactic and management tools, and smart and
sustainable infrastructure mainly complemented by new and emerging ICTs to improve knowledge
generation and information transfer processes. Combining these resources during teaching-learning
processes will support the training and development of desirable critical competencies in today's students.
The Philippines is gearing towards the Industrial Revolution or IR
4.0. The education system in the country adopted Education 4.0. Education is integral in integrating IR
4.0 into the curriculum to produce career-ready citizens. The new trend requires educators to prepare
learners with various skills, knowledge, and practical experiences (Alvior, 2014). With advanced
technology and procedures for acquiring knowledge, Industry 4.0 will be challenging nowadays in the
education system (Maria et al., 2018). According to Martin (2018), educating individuals about
technology use, specifically its proper usage, is the objective of education. That is why a globalized
setting where advanced technology can be used appropriately to give quality education to students is
needed. Students must know the strategy for learning effectively, improving their competency when
acquiring knowledge.
Boholano (2017) emphasized that the 21st-century skills possessed
by teachers could influence the development of the skills among the learners. These skills could be
enhanced through the teachers' exposure to social media and many applications, including Web 2.0 and
smart social networking, which requires critical thinking skills, the ability to integrate and evaluate real-
world scenarios, and authentic learning skills.
According to Dr. Darla Rothman, the brains of this internet generation are wired to perceive information
visually because the region of their brain for visual ability is more developed due to constant exposure to
fast-paced, sensory-laden multimedia environments.
Education must reflect the world it is training students for.
Education 4.0 ensures that teaching-learning experiences will take advantage of the limitless opportunities
created by advanced technology. This study determines the readiness of teacher education institutions in
the Philippines for Education 4.0 in the areas of faculty, teaching and learning, infrastructure, and
research as perceived by these institutions' administrators and faculty members. This study used a survey
questionnaire to indicate the four parameters mentioned, and data were analyzed using quantitative
methods.