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Recent technological developments have brought about innovations in many fields, such as education, health, economy, and finance. One of these innovations is the concept of digital transformation, which changes the way businesses, institutions, and organizations do business. The concept of digital transformation began with the Fourth Industrial Revolution and brought new technologies to it. The emergence of digital technologies has revolutionized various aspects of society, including education. Digital transformation has emerged as a powerful catalyst that reshapes traditional educational practices and offers new opportunities for teaching and learning. In particular, with the COVID-19 pandemic affecting the whole world, online education has become very important, and all educational institutions have started to integrate their systems into this change. In addition, with the philosophy of lifelong learning, it has become very easy to access training on digital platforms. In line with this information, this study aims to reveal the developments in the historical process of digital transformation and education between 2000 and 2023 in the Web of Science database and to carry out bibliometric analysis by scanning the articles and books published to determine the most studied topics in the field. To achieve the aim of the study, the keywords "digital transformation and education" were scanned. As a result of this search, 2,739 publications were published. These publications were analyzed according to year, research area, country-based distribution, subject distribution, and the most used keywords. As a result of the research, when the research areas of the articles are examined, it is seen that the most studied area is "Education and educational research" and "business". This situation can be said that digital transformation is a very remarkable subject in the field of education and business. When we look at the distribution according to years, it is clear that the greatest acceleration occurred in the last five years. This shows that digital transformation has been increasingly emphasized in recent years. In terms of countries, the subject is studied more in countries such as Germany, Spain, the United States, and Russia.

The Fourth Industrial Revolution (4IR) has been the subject of discussion, and in most cases, it has been seen as a threat to jobs and conventional methods of performing certain activities. As a result, concerns over the preparation of the South African educational systems for the 4IR have been raised. Many industries still lack an advanced understanding of the 4IR, but the concept is already gaining ground in various economic areas. Thus, academics, business professionals, and legislators are paying closer attention to 4IR. The researchers were inspired to examine how the 4IR techniques were applied in South African Higher Education Institutions (HEIs) to advance the growth and development of teaching and learning by this noticeable knowledge gap. To investigate how 4IR technologies improve the growth and development of teaching and learning in South African HEIs, this study used a systematic literature review (SLR) methodology. A search procedure, research keywords, inclusion and exclusion criteria, and quality assessments of chosen literature were used in conjunction with the SLR approach. Twenty-one documents were retained after selecting them according to their theme and outline objectives. This study found that some South African HEIs have successfully adopted 4IR virtual and contact instruction technologies. The research further found that academics and support staff utilized various 4IR tools. This is done through a virtual or hybrid classroom, artificial intelligence, and the Internet of Things (IoT), with different devices to send students messages, schedule Zoom classes, and provide feedback and educational resources. However, the study presented recommendations that academics can use to ensure that the 4IR is effectively integrated to support the expansion and improvement of teaching and learning in HEIs. Future research directions were suggested, and the study came to the conclusion that South Africa could change the direction of the management of the education sector by implementing various 4IR tools in HEIs.

Choice of career is one of the most important decisions that everyone makes in life. This choice in most cases determines placement in the workplace. The determinants of the choices students make career-wise include parents, peers, passion and perceived prospects among others. The choice of career made by individuals have long-term implications on their employability status most especially in the Fourth Industrial Revolution (4IR) which aims at raising global income levels and improve the quality of life for populations around the world through applied science and technology. The descriptive survey research design was adopted for the study. The multi-stage sampling procedure was used. A purposive sampling technique was used to select five faculties out of the existing thirteen faculties at Obafemi Awolowo University, Ile-Ife, Nigeria. Five hundred (500) undergraduates were selected across the five selected faculties using simple random sampling technique with 100 students selected from each faculty. Descriptive and Inferential statistics were used to analyse the data collected for the study. The study found out that parental values and expectations has significant influence on the career choice of students and that career choice in turn has significant relationship with their employability prospects. The paper recommended among others the need for students to be allowed to make their career choices based on interest and ability with proper guidance by parents and surrogate parents.

Background: In the education sector, technologies are (or can be) repurposed in the Fourth Industrial Revolution (4IR) to facilitate teaching and learning. However, this shift may impact on learners' access to reading materials and reading motivation. Objectives: The aim of the study was to determine whether Grade 8 English First Additional Language (FAL) learners' motivation to read is influenced by access to reading materials in a traditional classroom setting or through online reading platforms. Method: Likert-scale survey questionnaires were used to measure this relationship. Data from 466 Grade 8 English FAL learners from six South African township schools were collected and SPSS version 25 was used to analyse the data. Results: In traditional classrooms, the findings showed that increased access positively influenced motivation, whereas this effect was not evident in online reading platforms. However, in both settings, motivation increased when learners had access to a diverse selection of reading materials. Finally, the findings indicated a parallel relationship between learners' low motivation and limited access to reading platforms. Conclusion: The study concluded that while traditional classrooms continue to play an important role in global education, the ongoing evolution of technology-based learning platforms has compelled a shift in reading practices toward online platforms, which are reshaping the educational landscape, demonstrating the increasing significance of technology-mediated learning in modern education. Contribution: The authors recommend enhanced collaboration between teachers and learners to devise innovative methods for motivating online reading, ensuring learners' inclusion in the 4IR literacy pedagogy evolution.

Scientific discovery and technological innovation are the ultimate forces that promote socioeconomic development. However, researchers are not certain which factors play a leading role in scientific discovery and technological innovation and what differences in these factors exist between regions. In this study, we selected 286 prefecture-level Chinese cities and developed a coupling model to link them within a comprehensive evaluation framework, then performed multiple linear regression model and geographically weighted regression model to identify the key driving factors for scientific discovery and technological innovation, their contributions to innovation, and their regional differences. We found that marketization (development of a market economy), population density, industrial upgrading, health care, and industrialization most strongly promoted Chinese innovation from 2007 to 2019, whereas the innovation level decreased with increasing environmental pollution. To promote scientific discovery and technological innovation, we should increase marketization, promote market-oriented reform of universities, sustainably increase population density, and upgrade the industrial structure, while simultaneously reducing pollution. These results will provide important guidance for the formulation of China's future science and technology policy, but our method will also help other countries learn how to improve their own science and innovation by learning from China's experience.

This study aims to evaluate the opportunities and limitations of switching from conventional, face-to-face education to online, asynchronous education made possible by the Fourth Industrial Revolution's technology. This transition has been considerably expedited in several nations by the COVID-19 epidemic. Desktop analysis was used to conduct the research, along with non-intrusive approaches, including documentary analysis and conceptual analysis, and reliable sources were consulted. The research findings identified several barriers to the broad implementation of the Fourth Industrial Revolution asynchronous online education in emerging nations to address COVID-19's effects and keep the needs of the revolution. Among these challenges are poverty and inequality, power shortages, a lack of knowledge, restricted access to technology and the internet in rural areas, and a clear national policy. Despite these difficulties, institutions can increase access to top-notch education by establishing themselves as centres of excellence and innovation through online learning. Therefore, for the infrastructure required to enable the widespread use of asynchronous education, the education sector in emerging nations requires additional resources. Therefore, the study recommends that educational institutions in emerging markets prioritize investments in digital infrastructure and training. This will enable a smoother transition to asynchronous online education. Additionally, policymakers should develop comprehensive strategies that address the digital divide, ensuring equitable access to technology and the Internet, especially in rural and underserved areas. Collaboration between governments, educational institutions, and private sectors is essential for the effective implementation of 4IR technologies in education.

Making the most of online or hybrid teaching platforms is essential to making sure that, in the Fourth Industrial Revolution (4IR), higher education settings in developing universities and places are not left behind. While a number of the technological platforms adopted during the COVID-19 lockdown have the potential to reach more kids, they have also overloaded educators and pupils. Therefore, it seems ironic that the same technology that makes it possible for higher education to offer online courses also frequently impedes student progress and places restrictions on the pedagogy of teachers. Regardless of format, the teaching and learning encounter should not come at the expense of caring for the actual student in the ever-changing hybrid teaching model that most tertiary institutions have since adopted. Therefore, the interest of this article is on how 'care pedagogies' might improve online teaching and learning at developing universities. In this sense, the role of university teachers should be reflected not only by the number of students engaged in class content, but also by the embodied cultural capital that students bring to online, face-to-face and hybrid learning spaces.

The discourse that revolves around the Fourth Industrial Revolution in Vietnam has witnessed participation from policy makers, business circles, and academics. This study sought to explore the future of Vietnamese workforce's awareness and competencies in meeting labour market needs in the Fourth Industrial Revolution. To capture these awareness and competencies, the study used the mixed method. Questionnaires were initially conducted with 800 third- and fourth-year students who were studying in four fields: social sciences and humanities, science and technology, natural sciences, and finance and banking in public and private universities in Ho Chi Minh City. Thirty lecturers and managers from private and state-owned enterprises were then invited to participate in interviews to gain a multidimensional perspective. Analyses showed the large proportion of students had heard of the Fourth Industrial Revolution primarily from the media, which led to a difference in both awareness and behaviour towards the Fourth Industrial Revolution. The survey students had a positive outlook on employment trends, but felt doubtful and diffident about job-seeking after graduation. From a multidimensional perspective, the study also pointed out obsolete knowledge, traditional teaching, and the shortage of connection between universities and enterprises. The present study provided significant implications for higher educational institutions in the development of future training programmes to prepare the future workforce for the digital economy.

Literature has been an imitator of life for generations on this earth, this literature has voiced the voiceless. Recent contemporary and postmodern literary theories have catered to burgeoning notions of logic that go beyond human survival on the planet. Science fiction is a genre of fiction that encompasses imaginative concepts like futuristic scientific-technological settings, faster than light, past and future spatial time travel, the existence of parallel universes and extraterrestrial life etc. An outbreak of Coronavirus Disease 2019 (COVID-19) caused by a novel acute respiratory syndrome of coronavirus 2 (SARS-CoV-2) occurred in Wuhan City, Hubei Province, China. The outbreak was declared as a public health emergency of international concern by the World Health Organization on 30 January 2020. During this crisis, literature also plays an important role and apocalyptic literature has shown the disastrous consequences if humans didn't stop their behaviour and attitude towards the world. This research project aims to take literature out of the realm of imagination and present the harsh realities of culture. This study revealed how literature represents the truth of the world that science is learning every day, and how certain inventions can have harmful effects if they are not halted in time. This research analysed the novel "Oryx and Crake" in the light of the COVID-19 pandemic and pointed a convincing glimpse of the future. Snowman (protagonist), known as Jimmy before humanity was overrun by science, is trying to live in a world where he might be the last human Snowman tells the tale of how Crake's scientific ambitions contributed to the abolition of human civilization. The researcher emphasizes how the reel depicts reality and how people are to blame for the degradation of their world.

In the realization of an effective environmental education, the opinions of secondary school students about environmental problems are considered important. Therefore, the general purpose of the research is to determine the opinions of secondary school students about environmental problems by using the cartoons drawn by the students. The study group of the research consists of 28 students studying in primary education second grade in the 2020-2021 academic year. The research is a case study conducted with a qualitative research approach. The findings of the research were analyzed by content analysis. According to the results of the research, the students stated that the most important environmental problem was pollution. Students stated that environmental pollution, air pollution, garbage problem, wastes, water pollution, deforestation, depletion of natural resources were the first among environmental problems. According to the other finding of the study, the students mostly mentioned the individual responsibilities that people should fulfill in solving environmental problems. Based on the results of the research, a lesson that can be taught at all levels starting from secondary school be created under the name of environmental education, in which applied activities will be mainly included.

At the fin de siècle the Industrial Revolution created egregious physical, emotional and spiritual conditions for American society and especially for the worker but who would come forward to alleviate those conditions? Protestants implemented their Social Gospel Movement as a proposed cure to these problems. Secular Progressives engaged in a more activist role both materially and through legislation. Both of these groups had limited successes with disappointing outcomes. America's Catholics, more accustomed to living and working in industrialized neighborhoods, eventually developed their own programs and agenda to address social and labor concerns. However some scholars believed that Catholic efforts merely replicated what others had achieved. It was the actions of America's Catholics in answer to these issues that propelled them onto the national scene with a sense of purpose, inclusion and equality. This paper examines each group to ascertain their programs, relevant accomplishments and demonstrate how resolutions to solve social and labor problems proceeded yet stagnated for some. For America's Catholics their agenda for social reconstruction empowered them to assert themselves as equals with a long lasting viable program of future corrective action.

This study explores the influence of modern teaching and learning equipment on improving vocational education quality and employment rates and its long-term effect on Kenya's journey to achieve industrialisation by the year 2030. The study adopted a cross-sectional survey research design. Stratified random sampling was used to sample 172 students. Data was collected using questionnaires and analysed through the theoretical lenses of globalisation and vocationalism. The results show that the provision of modern equipment has improved Kenyan TVET classrooms to meet industrial standards and allowed the development of essential skills. Also, there has been improved collaboration between TVET institutions and local industries, exposing TVET students to the real labour market while still in college. The TVET students had also improved confidence in themselves and they had acquired employability skills. The findings of this study further revealed that the government of Kenya has increased its efforts in revitalizing the TVET institutions with modern teaching and learning equipment to improve the quality of training in those institutions.

The purpose of the paper is to develop the theory that structural or procedural changes in institutions precede changes in education in a society. It examines the development of pre-modern institutions in Western Europe in the 16th and 17th centuries and the influences this had on growth in literacy rates within these states. Literacy rates in Western European countries during the Middle Ages were below twenty percent of the population. For most countries, literacy rates did not experience significant increases until the Enlightenment and industrialization. Two early exceptions to this broad trend were the Netherlands and England, which had achieved literacy rates above fifty percent of their populations by the mid-seventeenth century. The explanations for these divergent trends are the structural changes in formal institutions that embodied capital markets, protected private property, and overall established the initial steps in developing modern political institutions. This created incentives to invest more in schools per capita as well as incentives for a middle class to invest more in literacy and numeracy skills for a market-exchange economy that was becoming more specialized in division of labor.

Private supplementary tutoring, or shadow education, has become a global phenomenon, and China is among the countries where it is most prevalent. By 2019, China's private tutoring industry had grown into a prominent sector providing educational services to millions of students and parents. This article examines the development process of shadow education in China, and explores the path that led to its current prevalence. Drawing on existing literature and publicly available data sources, the article maps key stages of shadow education's evolution and its changing characteristics. The analysis suggests that China's private tutoring industry has undergone three stages of evolution: first, the emergence stage, when small numbers of individuals started to provide tutoring on an informal basis; second, the industrialisation stage, when institutionalised providers became primary providers of more formal types of tutoring services; and third, the capitalisation stage, when major providers of shadow education evolved into part of the educational capital market. The discussion argues that the development trajectory of shadow education occurred in line with the continued marketisation of education in China. The article also addresses the implications of capitalised shadow education as it enters a more intensified and controversial phase of development.

The purpose of the article is to assert Marx's correctness in maintaining the role of the productive forces in the production process. The paper clarifies the concept of productive forces, describes the factors that make up productive forces, and looks at productive forces in social development. Nowadays, in the Fourth Industrial Revolution, Marx's arguments are still valid when explained from the perspective of the factors that make up the productive forces. The paper uses a method of justifying with clarifying the relationship of workers and the production process using a comprehensive and historical practice. In addition, the article also uses analytical and synthesis methods to re-systemize the concept of productive forces in this day and age. The study results show that the more science and technology develop, the higher the requirements for human qualifications, skills, capacity, and health. Labor still plays an essential role in the production process, whether it be performed by humans or artificial intelligence.

Realizing that each human being is naturally gifted with numerous talents, the Akademi Bakat ABS is set up to uphold this value through its unique curriculum, approach, and eco-system in the school. Till date, 75% of the learning program is based on learning-by-doing approach. The core vision is to nurture the students' inner-self with the six values of entrepreneurship i.e. social intelligence, integrity, altruism, creative and innovative, diplomacy, and righteousness since pre-school and hence, leverage the mindset, behaviour, and subsequently the cultural value of entrepreneurship among the students. With the aim to be an alternative school that will confront the future education, particularly in view of the Malaysian education landscape, the philosophy lies in the concept of being an independent thinker rather than consumer thinker. Only then, the element of creative thinking can be cultivated which is crucial in economic development as well as novel development in terms of technologies, products, and systems. Akademi Bakat ABS believed, with all the virtues it holds, the possibility to overcome on the overwhelmed issue of graduates' unemployability and incompetency in human skill can be achieved in all respect especially in confronting the Industrial Revolution 4.0 agenda. Finally, with support from each segment of the society (students, teachers, parents, ministry, industries), Akademi Bakat ABS sees itself as an industrial player that can holistically benefit the Malaysian education eco-system.

Purpose: This study aims at analyzing the impact of perceptions of the fourth industrial revolution (crisis and opportunity) in the relationship between workers' career attitudes and future learning intentions. Design/methodology/approach: This study analyzed the multiple mediating effect of the perception of the fourth industrial revolution in the relationship between career attitudes and future learning intention using data of 305 Korean workers. As career attitude variables, boundaryless and protean career orientation variables were used, and perception of the fourth industrial revolution was analyzed (opportunity and crisis perception). Findings: Both workers' boundaryless career orientation and protean career orientation influenced future learning intention through the perception of opportunity for the fourth industrial revolution. This result suggested that flexible career attitudes positively recognized the changes of the fourth industrial revolution and had an effect on promoting attitude toward future learning. Research limitations/implications: The study confirmed that workers' flexible career attitudes could promote perception of opportunity rather than crisis in changing situation and strengthen their intention to prepare for the future by mediating this perception. These results suggest that lifelong learning and competency development can be reinforced by facilitating perception of an opportunities for external change for individual career development. Originality/value: Insights for personal career development were provided by analyzing the relationship between flexible career attitudes, which are increasing in importance in the modern society, and perceptions of changes in external environment.

The advent of COVID-19 exposed the lack of readiness for school leaders to cope with demands of leading during a pandemic. Globally, school leaders were not trained to deal with a crisis of COVID-19 proportions. Leaders in the twenty-first century need to have the required skills like the twenty-first century leadership skills and Fourth Industrial Revolution skills. This study investigated how school leaders are handling the challenges of school leadership under the COVID-19 pandemic in the 4IR era. This study adopted a qualitative research approach. An analysis of local and international literature was done to identify gaps. The study revealed that school leaders and teachers have inadequate information and communication technology skills. Leadership preparation programmes are lagging behind in preparing school leaders to lead in a crisis. Furthermore, the study revealed that school leaders and teachers do not establish communities of learning to learn leadership skills from each other. The study has concluded that there is no alignment between the level of readiness for school leaders and leadership skills of the twenty-first century.

The Fourth Industrial Revolution is upon us, and it comes with implications for the higher education curriculum and organisations within Africa. Technology that was ubiquitous in previous decades, is now becoming obsolete. Artificial intelligence and digitization, which are features of the Fourth Industrial Revolution, are now the order of the day. Organisations are moving with such technological advancement by adopting newly created technologies of the Fourth Industrial Revolution. Without doubt, the currently used curriculum in Africa is obsolete; and does not capture the changes being ushered in by the Fourth Industrial Revolution. Therefore, the higher education curriculum must be responsive to the Fourth Industrial Revolution, as this will prepare students in Africa for the challenge ahead. This study theorises on, and has concluded, that deterritorialization and reterritorialization are useful in making the African higher education responsive to the curriculum. The study recommends the introduction of Science, Technology, Engineering, and Mathematics (STEM) education into the African higher-education curriculum in Africa. STEM will produce students who are technically savvy, helping students in Africa to acquire the needed skills to perform seamlessly in organisations operating within the Fourth Industrial Revolution era.

The current era of the fourth industrial revolution combines digital, physical, and biological knowledge in ways never seen before. This revolution has resulted in disruptive technologies and trends, such as robotics, internet of things (IoT), virtual reality, and artificial intelligence (AI). The African continent is still behind with preparations for its future, through relevant unique educational practices for its populace in this era. This is because very little has changed in the curriculum content of African education, and post colonial education in Africa is essentially a colonial legacy. The curriculum is still designed after western models and paradigms, which have little or no relevance to life in Africa. This paper records the epistemological evisceration of African-centered intellectual traditions in formal education as a major cause of this challenge. Proposing the introduction of an itinerant curriculum in the African higher education sector as a viable solution to this epistemicide, this paper first argues that all bodies of knowledge(western and indigenous) are valid and significant, and should therefore be infused together without one placed as superior over the other. The study concludes that curriculum should reflect the intrinsic value of African culture, language, customs, and practices. The integration of all bodies of knowledge is the hallmark of an itinerant curriculum, should support the inclusion of a wider diversity of knowledge in curriculum theory, and practice.

The main purpose of this study is to explore the effects of Industry 4.0 on resources (specialization, rationalization, preparatory work, and capital-intensive techniques) in the field of open and distance learning. Industry 4.0 is a period in which a great and rapid change is experienced, has a wide and deep impact that can affect business lines all over the world, and changes in production, management and control systems. For this purpose, within the framework of Otto Peters' theory of Industrialization, the study is a case study based on the opinions of experts in the field of industry-related effects of open and distance learning. The study group consisted of 10 academicians working at Anadolu University Open Education Faculty as experts. For the determination of participants, purposive sampling was used. The purposes of selecting the Anadolu University in research are presenting open and distance learning services since 1982, having the only Distance Education master's and doctoral programs in Turkey and having lecturers who give a lecture about digital transformation and Industrialization. The research was a qualitative case study and the data were collected by a semi-structured interview form consisting of 6 questions by face-to-face interviews with experts. As a result of the analysis, industry 4.0 effects on resources, instructional design, distribution, interaction, learning environment and management components within the context of industrialization theory in open and distance education system. In this direction, it is necessary to eliminate the lack of infrastructure for Industry 4.0, increase digitalization studies and specialize in technological competences. Also, the deficiency of a standardized production concept in Industry 4.0 such as massive production emphasized personalization and individual production in distance education. The distribution of the course materials produced must be diversified and the post-Fordist approach should be preferred in mass production. While industry-wide technologies that trigger Industry 4.0 make it easier to offer different fields of study through distance learning, it affects the centralization and concentration factors in management. [This article was presented as an oral presentation at the International Open & Distance learning Conference 2019 (IODL 2019), held in Anadolu University, Eskisehir, Turkey on November 14-16, 2019.]

The main purpose of the article is to analyze The Legal and Economic Aspects of Teaching High Technology Trends. This is a descriptive-analytical study and the library method was used for data collection. Official statistics have also been used, reported by reputable sources and organizations of higher education. In the last stage it has approved that having academic education would facilitate the development in the industry as well as having promotion in academic background.

The paper looks back across dominant ways of delivering Higher Education until the present day and then looks forward. There is an approximate continuum described from Education 1.0 through 2.0 to 3.0. Education is mapped onto the emergence and development of the Web and the revolutions known as 'Industrial' over the last 250 years. Then some foresight is deployed with the particular lens of graduates' employment prospects and contributions to the future -- dubbed 'Education 4.0'. The paper hopes to stimulate dialogue and promote preparedness and innovation for more changes arriving fast over Higher Education's wider horizons.

While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of the humankind, philosophical considerations have been influential on all elements of human creation. One of these influence areas is education studies. Education has been influenced by the philosophy of education, which has occurred more specifically than philosophy. Educational leaders and pre-service teachers should notice the availability of using this influence and the educational philosophy as a tool. This research was conducted in order to determine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophy productivity of pre-service teachers. The study group includes 111 pre-service teachers who take the training philosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 of these pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are used together is a mixed educational research. In the study, a 25-question test developed by the researcher and a semi-structured interview form consisting of 3 questions has been used to collect data. While the pre-test and post-test studies were conducted with the test which is the data collection tool, the data were analyzed by using the descriptive analysis and the content analysis of the data obtained from the interview form. When the findings of the study were taken into consideration, it was found that there was a significant difference between pre-test scores and post-test scores of the pre-service teachers participating in the research. The teaching process of the training philosophy course given has been found to be successful. It has been concluded that pre-service teachers have expressed the philosophy and education relationship with human-based views. It has been found that pre-service teachers prefer the "progressive training philosophy" if they want to make a new educational design. However, it has been determined that pre-service teachers did not have an idea about technology and technological developments in the industrial age 4.0.

Purpose: This paper aims at exploring politics of contemporary knowledge cultures and possible directions for responding to the postdigital challenge. Design/Approach/Methods: This paper researches history and present of several prominent strands and readings of the knowledge economy. Following Caruso's work (2016), it examines more closely the differences between the managerial paradigm and the cognitive capitalism paradigm. Recognizing the postdigital nature of contemporary knowledge cultures, it points towards a postdigital merger between the managerial paradigm and the cognitive capitalism paradigm. Findings: The paper identifies individual and social tensions between industrial and post-industrial modes of production and rapidly changing dynamic of social development. It examines the relationships between knowledge cultures and digital technologies. Based on recent insights by the father of the World Wide Web Tim Berners-Lee and his non-determinist views to digital technologies, it identifies knowledge cultures as sites of political struggle against various (material and non-material, technological and non-technological) closures over access to information and knowledge. Finally, it briefly outlines possible directions for responding to the postdigital challenge of knowledge cultures. Originality/Value: The paper provides an original contribution to theory of knowledge cultures and its relationships to the postdigital condition.

When looking at the historical past, questions of diversity and school reform seem to go hand in hand. The presence of diverse communities in American urban schools has helped foster a change in traditional educational practices and policies. At times, the goal for these communities was to be given their just share of receiving a fair, equitable, and democratic education. However, when evaluating America's historical timeline, issues of diversity in American urban schools emerge when major social and political events impact aspects of American social life. The period 1880-1900 saw vast numbers of immigrants, mostly from Europe, settling in America's metropolitan cities. Some of these immigrants had aspirations of beginning a new life in the United States, while others sought to work hard, make a bit of money and return back home with their newfound wealth. Those that did settle brought with them their customs and traditions, languages and religions as well as their unique views on education. This essay explores how several immigrant groups in the United States reacted to the already present modes of schooling, and how American schools responded to the educational needs and educational demands of these groups.

This paper discusses the role of labor force in industrialization in Algeria by entering the spending in education as a mediator variable. From a theoretical point of view, there are good grounds for believing that labor force can play an important role in promoting industrialization, but if education had been incorporated in manufacturing, this will facilitate the conduct of manufacturing operations. At this, the authors will use the method of Path Analysis in order to calculate the impact of the labor force on industrialization in Algeria with the presence of education expenditure as a variable mediator during the period from 1970 to 2014. It is therefore concluded that education expenditure plays an important mediator role in the enhancement of workforce's capacity to strengthen manufacturing in Algeria during the study period.

Wordsworth stands as a supreme poet in nature. He is a devotee and worshiper of nature. His affection for nature is more evident than any other poet who writes about nature. Wordsworth has an original and full-fledged philosophy about nature. In his poetics works, there are three notable aspects of nature that are identifiable. One of the facts is that Wordsworth believes that nature is a living person. He believes that nature has a divine spirit and it is available in all objects of nature. This divine spirit is known as mystical pantheism and illustrated in The Prelude. Wordsworth also believes that there is joy in the company of nature. Nature has healing attributes and heals hearts struck by sorrow. Wordsworth also emphasizes the influence of nature on morality. He depicts nature as a great teacher because of the great morals taught to man. He believed that there is consciousness between man and nature. In his writings, there is an inclination towards nature. There is no writing that does not have significance to nature. His writings warns the readers about the neglect of nature, but the people do not take her writings seriously. The writings foresee a harsh environment that makes the life of man difficult. Many years after his writing, people face numerous environmental challenges that make life very difficult.

Responding largely to the impact of industrialization and urbanization on American society, educators across the country embraced the "school gardening" and "nature study" movements advocated by Dewey. Promoted in varying degrees as ways to enhance learning, yield food for their schools, build character, and improve neighborhoods, these efforts provided infrastructure for volunteer Victory Gardens during World Wars I and II, but lost popularity soon thereafter. In this article, the author highlights the value of incorporating gardening as a pedagogical tool for teaching undergraduate history by discussing her experiences teaching "Food Policy during World War II" since its introduction in 2016.

The inclusion of sustainability and ethics teachings in management education for many seems a positive step forward for creating more environmentally just and ethically sound managers. However, the type of knowledge that is privileged and the lack of history in these courses often greenwash the underlying problems inherent with neoliberal capitalism. The current paper traces the management movement as part of the Second Industrial Revolution and the capitalisation of labour alongside recent enthusiasm for the scientific management of labour. It argues that the scientific management movement - expressed in its dominant 'Taylorist' form -- has come to provide management education theory and practice with its ideological base resting upon scientificity and individualism. This leads to a dual contradiction and exploitation. One of nature by capital and one of human labour. The crisis of nature, is the crisis of sustainability education that has arisen since the 1970's. The constant contradiction with labour is enduring. The expansion of capital demands the exploitation and degradation of labour and the natural environment. By historically and ideologically situating management education and sustainability education offers space to trace, track and question their epistemological underpinnings in an effort to argue current sustainability management education is a myth and does little to question the status quo. It identifies the emerging field of Critical Management Studies (CMS), with its explicit commitments to social justice and an ethic of sustainability, as being important to this development and as a new way forward. While CMS has its own theoretical limitations, which are identified within, it is positioned as a socially progressive development of the broader field of Management Studies offering a challenge to 'business as usual'.

One of the fundamental pre-requisites for Industrialisation is its stupendous availability, in a country of skilled-manpower. In this regard, Zimbabwe has sought to leverage human resources, such as these, in order to accelerate the process of socio-economic transformation. In March 2012, for example, the Government of Zimbabwe (GoZ) pronounced the "Second Science, Technology and Innovation Policy" framework, which provided the two Ministries of Primary and Secondary Education and Higher and Tertiary Education, Science and Technology Development with the opportunity to implement the relevant spellings out of that policy document. The former launched an update review of the national curriculum, in 2014, which culminated, in the crafting of the Zimbabwe Education Blueprint (2015-2022). That education-design plan has many facets. Chief among them is a deliberate emphasis on the teaching of Science, Technology, Engineering and Mathematics, subjects that are now known popularly by the acronym "STEM". Classroom instruction, in those disciplines is meant to empower students with the cutting-edge skills that should see them participate actively, in both the local and global economies. The latter Ministry has rolled out the new STEM curriculum at the Advanced level, in January 2016. Through documentation analysis, this paper, therefore, attempts to unpack the new curricular innovation (STEM), that Zimbabwe has devised most recently as one of her very best policy strategies towards achieving industrial development, in the foreseeable future.

The purpose of this study is to determine specific features of investment regulation mechanism aimed at providing effective implementation of projects in the context of industrial-innovative development of Kazakhstan. There the used the system of general scientific and special research methods providing the possibility to disclose processes and phenomena in their interconnection and development. In particular, these methods included assessment, theoretical modeling, classification, grouping and logical generalization graphical method, formalization, structural and logical analysis. The study concludes that Kazakhstan needs to focus on further development of innovative infrastructure and venture capital, that is, to build a complete chain on innovation support. The article identifies ways of venture capital development (domestic venture capital investments, investing abroad, investing in the country and abroad through public and/or private corporations, as well as the creation of technology companies). The authors proposed to consider financing the technology outside the country (by the example of Singapore), which will give the possibility to obtain venture funding experience to implement the transfer of relevant technologies to Kazakhstan and to attract more foreign investment to the country.

This article analyzes the effect of the American Catholic Church, through its program of specialized labor education, on the growth and development of organized labor in the twentieth century. With the proclamation of Pope Pius XI's encyclical Quadragesimo Anno (1931), he requested that the Church complete the work began by Pope Leo XIII in 1891 with his landmark social encyclical Rerum Novarum. However, the American interpretation and utilization of the social encyclicals varied from their intended European meaning. The cumulative effect of these two encyclicals was support for the workers' rights to organize and create Christian labor associations. From these papal social encyclicals evolved the diocesan labor schools that existed in many Catholic dioceses in America from the early 1930s until the 1970s. Their purpose was to assist workers through education in the basics of labor organizing and management and to provide philosophical and religious instruction. The ultimate purpose was to Christianize the workplace to ensure industrial democracy through education.

Industrialization has transformed humans' perspectives and morality. At the same time, government policies have urged students to become innovators. This study argues that these policies have caused demoralization among Indonesian students in the Revolution 4.0 era. It applies a descriptive qualitative approach, using observation, interviews, and reviews of formal and informal policies available online. It objectively illustrates how universities have transformed in response to government policy. As shown in previous studies, higher education processes have ignored morality as they have industrialized and strived for innovation. Educational institutions are unable to act autonomously, being limited by state interests. At the same time, they have failed to dynamically articulate the meaning of Industry 4.0, focusing solely on products and the workplace. Critique and reflection are necessary to imbue students with civility and integrity. Such a constructive response is necessary to curb the demoralization process that has occurred in the Industry 4.0 era.

This article builds upon the international dialogue around 'curriculum crisis' initiated by Michael Young in "Journal of Curriculum Studies" ("JCS") in 2013 and followed up in "JCS" in 2015. It seeks to expand the dialogue in three avenues. First, when considered from a sociological perspective, Young is correct to declare 'curriculum crisis'; however, his position is limited only to the conflict theory. Second, from educational perspectives, the curriculum crisis as such is self-inflicted and it has been more of a battle among different curriculum ideologies in the Anglo-Saxon world and resistance to Bildung-centred Didaktik tradition in the Western world more broadly. Third, it points to the fourth industrial revolution as an inevitable phase. It concludes that 'curriculum crisis' is only partially about bringing knowledge back in, and the article suggests 'the prepared mind' as a metaphor to bridge knowledge and learning outcome perspectives. Specialized knowledge in curricula will become even more relevant in the innovation age, and a prepared mind adaptable to the changing world and open to continued learning can assist individuals navigate life and career creatively, meaningfully and constructively.

Massachusetts is the least rural state in the US, and its existing rural communities are shrinking. This paper examines the historical processes of urbanization, specifically through industrialization that have come to dominate and erase rural communities in the state. The capitalist mindset behind industrialization has spread to education where the state has a long history of pursuing consolidation as a way to deal with the supposed problems of rural schools. This policy represents a narrow viewpoint of what education should be and does not value the lived experiences of rural youth. These phenomena are analyzed using Henri Lefebvre's "Urban Revolution" in an effort to theorize the way education policy is being used by the state to increase urbanization and erase rural schools and communities.

Drawing on a range of sources in the history of play, this article discusses how play for all ages mirrors social change, especially but not exclusively in America. The article explores three broad themes from colonial times to the present: first, how play was shaped by changes in work and time at work; second, how play activities were transformed by emerging technologies of the nineteenth and twentieth centuries and by commercialization; and third and finally, how play and its meanings changed along with childhood and the family.

Students in elementary gifted class use discovery to learn about life in industrial New England. Taking multiple days to analyze this topic, students use artifacts (chairs), discussion, and primary sources to explore the politics of the 1830s. They examine the workings of Hitchcockville, Connecticut, and a Massachusetts Shaker colony. Students must use evidence to see the rise of industrialism and the reactions society had to it; the chairs reflect the geography, history, economics, and politics of the Age of Jackson. Students examine a parallel Shaker community that lived and worshipped together--people who rejected the industrial age and attempted to insulate themselves from the problems of the age. During this process gifted students unite in examining two artifacts and make discipline connections demonstrating the interrelatedness of the content. The artifacts or cultural materials are dependent upon student interpretation through critical thinking. This article discusses how artifacts can be used to teach about the rise and rejection of industrialism in the young republic. Gifted students find using artifacts important because it allows them to make connections between physical objects and ideas. They can think about these ideas to make evaluations when they compare two cultures. The reactions of the two groups to the Industrial Revolution give students opportunities to critically examine unrestrained capitalism. (Contains 9 online resources and 12 notes.)

Fishing industries around the world are currently undergoing a process of industrialization and commercialization. A similar story is unfolding in many fishing communities: large-scale industrial fishers who possess enormous capital and advanced technologies are threatening the lives of small-scale fisherfolk. The fishing industry in Lake Victoria exemplifies the detrimental impacts of economic globalization and evaluation of the role and status in this scenario is crucial for the future of Lake Victoria and its communities. According to the Lake Victoria Environmental Management Project, approximately one third of the combined populations of the three countries are supported by the lake's catchments; much of this livelihood is based on the fishery sector. Development of such a valuable natural resources carries grave implications for millions of lives. Women represent 70 to 80 percent of those involved in the fishing industry of Lake Victoria. Over the last twenty years, Lake Victoria's fishery sector has witnessed a rapid transformation from non-commercial, local-level fishing to a commercial, export-oriented fishing industry. Trade liberalization and industrialization have "left the local community entrenched in poverty." The aim of this study is to examine how local women fish traders have responded to global forces of development, specifically focusing on how their roles and statuses have shifted as a result of commercialization, industrialization, and trade liberalization.

This article describes a group students in an elementary gifted class used discovery to learn about life in industrial New England. Taking multiple days to analyze this topic, students used artifacts (chairs), discussion, and primary sources to explore the politics of the 1830s. They examined the workings of Hitchcockville, CT, and a Massachusetts Shaker colony. Students used evidence to see the rise of industrialism and the reactions society had to it; the chairs reflect the geography, history, economics, and politics of the Age of Jackson. Students also examined a parallel Shaker community that lived and worshipped together--people who rejected the industrial age and attempted to insulate themselves from the problems of the age. This article also provides the benefits of learning about national and international events through the use of artifacts. (Contains 5 figures and 10 resources.)

The life and work of John Lancaster Spalding focused on the importance of Catholic ideals of life and education in the development of the human person and society in order to fit them to the high purpose of participating in God's reign on earth and preparation for humanity's ultimate end--eternal life with God. Following a brief biographical introduction, this article addresses the central themes of Bishop Spalding's social thought and proposes that his attempts to articulate a Catholic perspective on social justice issues of his time were among the earliest in the United States. The article concludes by focusing on the importance of the role of education in Spalding's social thought and proposes some implications for the teaching of peace and justice today.