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1. PRAYER
Heavenly father we thank you for
this wonderful day and time that
you've given unto us. Thank you for
the opportunity to study again and
learn for today. Bless each everyone
of us and may you guide us all the
time. We ask this on your mighty
name. In Jesus name we pray, Amen.

2. Teaching and Learning:
Exploring the Perceptions of the Teachers on
the 4th Industrial Revolution
University of Luzon
Perez Boulevard, Dagupan City, Pangasinan
College of Education
RESEARCHERS:
Brunio, Wella Kathleen C.
Castillo, Kaye Camille B.
Castro, Whizza Mae B.
Datu Indal, Harija Meredith A.
BSED-III Block-A

3. INTRODUCTION

4. INTRODUCTION
 The world is facing constant changes brought by the unlimited needs and
wants and the emergence of new technologies Industrial Revolution.
Technology advancements have had unprecedented effects on all aspects of
society in recent years. Business operation processes, as well as other
aspects of our humanity and society. There is now compelling evidence of
technology's disruptive potential in the activities of the commercial and
human realm, particularly in the service sector, as well as teaching and
learning facilitation.

5.  Despite technological advancements, the education sector has been
hesitant to accept technology to aid teaching and learning, despite the
fact that the use of robots in education, particularly in the teaching of
science, technology, engineering, and mathematics (STEM) subjects, has
grown in popularity. Since the 1980s, it has been around. Furthermore,
the use of technology in teaching and learning has been primarily limited
to a didactic approach, in which instruction is aided by the use of a
personal computer and the availability of electronic teaching resources.

6. STATEMENT OF THE PROBLEM

7. STATEMENT OF THE PROBELM
The study aims to delve in the perceptions of teachers
and the students in the Teaching and Learning during the
4th Industrial Revolution. Furthermore, the study aims to
answer the following specific questions:
1. What difference does the 4IR brings to the education
sector?
2. What are the teacher's views or suggestions to be able to
keep up with the arising 4IR?

8. The researchers used purposive sampling design under
qualitative method in gathering data. This type of sampling, also
known as judgment sampling, is a non-probability sampling
technique where the researcher selects units to be sampled based
on his own existing knowledge, or his professional judgment. It
involves the researcher using their expertise to select a sample
that is most useful to the purpose of the research.
METHODOLOGY

9. This study used open-ended survey instrument in
gathering data. The instrument involved two questions
that sought to be answered and items that address
specific study objective and may also be used to collect
demographic information. The researchers sent out the
online surveys and questionnaires to the College of
Education teachers of University of Luzon.

10. RESULTS AND FINDINGS

11. RESULTS

12. The surveys were sent out via Google form after the study participants gave
their agreement and were assured of anonymity and confidentiality. Thematic
analysis was used to transcribe and code the obtained data. Each transcript was
read multiple times by the writers prior to the formal data analysis to gain a
better understanding of the participants' perspectives. Following this, the
participants' perspectives were broken down into separate ideas and the observed
patterns were labeled, while categories were defined and developed based on
common qualities that emerged from the data, using an open-ended method. This
method provided a more objective framework for understanding and interpreting
participants' views on the education sector's readiness and receptivity to 4IR, as
well as its efficacy in improving teaching and learning.

13. FINDINGS
This section summarizes the study's main findings, as well as the key
informants' viewpoints on 4IR in the education sector. Given how
technology has permeated society, disrupting and even challenging human
existence.
Digital technology is gradually becoming a reality in many activities
and services, according to the perceptions of the participants. However,
the future of technological breakthroughs, particularly in the education
sector, as well as their patterns and repercussions, are unknown. It is
unlikely to predict the magnitude, scope, speed, and complexity of the new
digital technology's disruptive features without first comprehending its
complete capabilities. Nonetheless, the findings show that educational
institutions cannot afford to be complacent; rather, they must be proactive
in adapting to the on-going digitization, particularly in leveraging its
predictive power, in order to avoid being left behind in this new adventure.
The following are some of the sentiments voiced by participants:

14. 4IR is already here .what we can do is embrace it. Teachers should be
given more trainings on pedagogical and social competence, For students
emphasize social competence like how to come to terms with personal needs
and deal with difficulties, to be assertive without being aggressive and
manage stress. (participant 11A)
For me we need to be fully aware and equip on what different skills
and competencies we need to incorporate in these rapidly changing
technologies to successfully attain its goal, especially in teaching learning
process. (participant 12A)
It opens up new opportunities for both teachers and learners to
reshape the techniques and methods of learning process through 4IR and the
educators become more innovative and creative in teaching and facilitating
the learners through the use of the internet, for example nowadays because
of this pandemic the 4IR is very helpful and immersive, the use of different
technologies such as new devices, online platforms and software/applications
help the educators to communicate and interact with their learners without
having a face to face class, which is lessen the risk of having covid and still
learning is continuously. (participant 13A)

15. Given its importance in other sectors, there is no dispute about 4IR's contributions
to the education sector, including teaching and learning. The study participants
believe that 4IR will have both beneficial and negative effects on the education
sector, particularly on teaching and learning. For example, two participants stated
the following:
4IR could be used to facilitate learning. However, too much depending
on it, the teacher may neglect his/her very own duty in teaching the students
or being the main transmitter of information to the students. In the part of
the students, they might get distracted instead of focusing to the lessons
because of the easy access to the internet wherein in just one click they can
now log in to their social medias. (participant 4A)
Not everyone is capable in manipulating such technologies since there
is an age gap in all educators. (participant 8B)

16. There are several compelling reasons to embrace technology. However, numerous
factors influence how well these intentions transfer into actual adoption and
usage behavior. The pace of growth in digital innovations and their
implementation in the education industry must be aligned for 4IR to be relevant
and straightforward. The findings point to the necessity for enabling factors, such
as a favorable social environment and enough infrastructure could make it easier
for schools to accept and employ technology.
I think the Education Sector in Pangasinan, also in the Philippines,
was moderately and not totally/ highly prepared in exploiting and
embracing 4IR, because there are still existing problems that need to be
solve, for instance, "Internet Access", "Poor Internet Connection", and
"Availability of Technology to be Used". (participant 10B)
We were given enough preparation. For seminars and other forms of
information were held to make people in the education sector aware of and
prepared for the 4IR. Hands on training on technology were given to
teachers and administrators. (participant 12B)

17. Although the adaption of technology, including its application, varies by sector and its value-adding
capabilities varies by operation, there is a notion that the education sector is constantly under
pressure to be inventive and adaptable. A state of equilibrium between digital technology and its
application is required, as an ideal stage in which the pace of digitalization is matched to the social
environment and infrastructure for the education sector to enhance teaching and learning.
Participant, for example, stated the following:
As far as I know, we are not totally adapting the so called 4th IR since we lack
virtual resources and our place is not yet modernized and developed in terms of
technological field, however, it is possible that in the near future we can embrace this kind
of change and be benefited to it. (participant 11B)
While there is a belief that 4IR can offer value to education, study participants also believe that the
sector can help 4IR progress and develop. The relationship between education and Industry 4.0 is
widely perceived to be bidirectional. Our findings imply that the on-going transformation gives
enormous opportunities and challenges for education providers to be creative in their operations.
Based on my observation in the scale of 1-10, the level of preparedness of education
in Pangasinan is 7, because majority of the schools both private and public are already
embracing the trends of 4IR, especially the use of the internet, although there are few
setbacks like poor connection in remote areas, inequality, and cyber security, still it is
very helpful in the field of teaching because it simplify the work of educators like
widespread customization of learning, automated assessment, digitization and portability
of student records. (participant 14B)

18. Some participants, on the other hand, stated that 4IR's contributions to education lie in its power to
transform learning, development, and growth, as well as learners' skills, while preparing them for
work. For example, based on the participants' assessments of the current system, we discovered
that students are unable to relate classroom instruction to real-world problems.
According to our participants, 4IR is an exciting time for various sectors, notably education,
since institutions around the world are expected to refine their strategic directions toward the
growth of students while signing declarations affirming their social responsibility. As one person put
it:
First and foremost, I'm not highly familiar with Fourth Industrial Revolution, I'm just
moderately familiar with it, but since you're asking me about my current perception about
it and how it was accepted in the society, all I know is that part of it is about the use of
artificial intelligence, cloud-based data transfer, advance robotics and the massive use of
Internet. About my perception on its acceptance in the Education System and in the society,
I think the Kto12 curriculum has technology integration already, in additional to that, the
curriculum of Teacher Education Course has technology integration as well, to prepare both
the learners and teachers for 4IR. Based on that perceptions, I think 4IR was highly
accepted, that both learners and their teachers were trained and prepared for it.
(participant 9A)

19. The role of education, according to our research, is to contribute to development
the advancement and enhancement of their affiliated countries while offering the
necessary strong leadership for Industry 4.0 This may necessitate a high level of
acceptability and a deliberate approach to managing teaching and learning innovations,
as well as ensuring that any adopted new approaches are people-centred. Although
industry 4.0 necessitates a number of technological advancements, including
automation, artificial intelligence, the internet of things, and data analytics,
understanding people's attitudes around various interconnectivity platforms is a
necessity for its acceptability. It's vital since the sector can't reform unless current
curricula are changed to improve teaching and learning, as well as help students in and
out of the classroom.
What I know about 4th IR is that it includes a modernized form of
instruction that will enable teachers and students to go beyond the traditional
instruction and be engaged directly in virtual world. (participant 10A)
Despite the fact that the quality of education in many nations is declining, there is
a belief that 4IR can improve teaching and learning outcomes, particularly when
supportive conditions are in place. Participants emphasized that, particularly in higher
education, a smart, innovative, and collaborative learning infrastructure is required to
support teaching and learning.

20. DISCUSSION

21. DISCUSSION
 The study identified the perceptions of the teachers on the
Fourth Industrial Revolution were based on their experiences
in teaching, knowledge about technology and the pros and
cons of the arising new normal education. The teachers have
different sentiments and views in embracing 4IR in Education
with the past few years of conducting online classes to
resume the education. The teacher's perceive the fourth
industrial revolution as an opportunity for the entire country
to advance and develop further if more people could be
educated better. In order for teachers to be able to keep up
with the arising 4IR, they suggest that they should be fully
aware and equipped with the necessary skills and
competencies by investing in education, trainings and
seminars

22. CONCLUSION

23. CONLUSION
 This study used a qualitative interpretive technique to explore and analyse key
stakeholders' perspectives of the education sector's readiness for 4IR, particularly in
Pangasinan. While the study demonstrates the importance of 4IR to the education
sector, it also demonstrates the industry's ability to contribute to 4IR advancement
through teaching and research. However, the findings reveal that the education
industry is not yet well-prepared to capitalize on and embrace the 4IR opportunity to
improve teaching and learning. Despite the fact that many institutions are adopting
computers to aid teaching and learning, we discovered that 4IR goes beyond the use
of computers and has the ability to change the way we teach, learn, and engage.

24.  To be a success in boosting teaching and learning in
Pangasinan, the fourth industrial revolution must be perceived
to improve performance, be effortless, be normative, and be
enabled by the current educational scenario in the province.
This will allow educators to concentrate their efforts on what
learners should learn in the digital classroom.

25. THANK YOU!

26. RESEARCHERS:
Brunio, Wella Kathleen C.
Castillo, Kaye Camille B.
Castro, Whizza Mae B.
Datu Indal, Harija Meredith A.
BSED-III Block-A