There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies such as artificial intelligence (AI), robotics, the internet of things, and data analytics in education, This interactive presentation explores how the Commonwealth of Learning (COL) can educate member nations in preparing for and achieving sustainable development in the Fourth Industrial Revolution. The discussion begins with a review of emerging 4IR technologies before considering the long-term benefits and challenges of using AI and machine learning to provide services and education to Commonwealth Citizens. The presentation will also offer examples of how other sectors are using 4IR technologies to provide service to their users and members. Results from a research project that incorporates extensive review of relevant literature with interviews from world-renowned educational, business, and industrial experts on this crucial topic will be shared. Questions, experiences, and insights from audience members about 4IR technologies and how the COL may prepare its Member Nations and their Citizens for this revolution will be cordially encouraged during the presentation. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from this critical discussion. The presenters will suggest potential projects on the use of 4IR technologies in education. In addition, participants will be asked to suggest two potential project and research ideas on the use of 4IR technologies for learning for sustainable development. If possible, participants will be asked to volunteer to participate in the two projects and the presenters will arrange to meet with the volunteers at the conference to develop a plan for the projects.

2. Urgency to adopt fourth industrial revolution
(4IR) technologies for sustainable
development (SD) and education
Lack direction on
– Technologies to use
– Integration of technologies
– Impact of technologies on SD and education
Definitions & examples
– 4IR: A digital revolution combining the physical,
digital, and biological facets that are impacting
the world
– SD: The use of technologies to combine the
physical, digital, and biological worlds to
improve the lives of citizens living in harmony
with the environment
– 4IR technology examples: Artificial intelligence
(AI), robotics, Internet of Things (IoT), data
analytics, others
INTRODUCTION

3. United Nations SD 2030 Agenda
• 17 sustainable development goals (SDGs)
and 169 targets intended to improve the
quality of human life and the global
environment
• July 2019 UNESCO report indicates world is
off track on meeting SDG goal 4
(https://reliefweb.int/report/world/meeting-
commitments-are-countries-track-achieve-sdg-4)
Current research project explores various
4IR technologies, and benefits/challenges
of these technologies for global SD and
education
Presentation reports thematic review
findings on the beneficial uses and
implementation challenges of 4IR
technologies for sustainable development
and education
INTRODUCTION

4. Research Methodology
Used university meta-database search engine
– English language peer-reviewed journal articles
– January 2017 to June, 2019
– Full text searches using keyword combinations
for 4IR technologies, SD, and education
Yielded
– 374 unique titles
– Full-text review using research questions = 98
articles for project
28 of the 98 articles reflected the PCF9
conference theme, “Innovations for Quality
Education and Lifelong Learning,” and sub-
theme, “Technology”
Findings reported herein are from the
thematic review of these 28 articles

5. 4IR technologies listed in articles
• AI, augmented and virtual reality (AR and VR), Big Data, blockchain, Cloud
computing/technology, Cyber-Physical Systems, Information and Communication
Technologies (ICTs), Internet of Services (IoS), Interoperability, IoT, mobile learning,
networking, Smart Factory, smart sensors, and Teaching Factories
Beneficial technologies for SD
• Blockchain - reduces reliance on human resources, improves efficient and effective
delivery of services, as well as provides reliability, verifiability, transparency, and
improved trust among all parties
• Smart buildings, cities, and other infrastructures employ IoT technologies to help
achieve SDGs
Challenges of using technology for SD
• Access to, and education on how to innovatively implement these technologies
• Developing countries battling with overpopulation, pollution, poverty, illness, conflict,
corruption, and political upheaval; developed countries face beauracracy and
corruption
• All countries must embrace shared vision of SDGs and work together to achieve SDGs
Results and Discussion

6. Education 4.0
• Paradigm shift from 3IR educational paradigm; employing emerging pedagogies, such as
heutagogy, paragogy, and cybergogy
• Holistic immersive real and virtual world learning environments, developing numeracy,
literacy, digital, social, critical thinking, moral, and creative problem-solving capacities
Beneficial examples of 4IR technology for learning
• Teaching and learning factories
• MOOCs using remote labs, virtual representations of the labs, AR, and additive
manufacturing technologies
• Machine learning to provide personalized learning
Challenges for implementing 4IR technologies in learning and education
• Significant investment in basic education and Education 4.0, especially in developing
countries; concerted efforts needed within and between countries to meet SDG goals
• Formal education cannot keep pace with new technologies; impractical to focus on
specific technologies due to rapid obsoletion
• The 4IR will lead to the demise of the traditional educational paradigm
• Teachers not trained on 4IR technologies
Results and Discussion

7. • 4IR technologies can help humankind attain UN SDG 4 as well as other SDGs
• Education in the 4IR will play a pivitol role in the transition into the 4IR
• Need to use 4IR technologies for “good”
Recommendations for projects
• Adaption of holistic innovation model for integrating digital skills in educational systems
and settings
• Development of an iterative Education 4.0 framework
• Education 4.0 initiatives that provide open access to innovative, adaptable guidelines,
services, and resources for individual learners in diverse settings
Recommendations for research
• Thematic synthesis indicates much hype about 4IR technologies, but little research done
on practical application of these technologies
• Case studies, mixed methods, and large sample surveys across all sectors, geographic
locations, and cultures needed to provide comprehensive global perspective on access,
usage, benefits, and challenges of these technologies; July 2019 UNESCO report concurs
• Education and other disciplines must do research and work together to develop learning
systems using AI, robots, and other such technologies to prepare learners for work and
life in the 4IR era
Conclusion

8. Beijing Consensus on Artificial Intelligence and Education
“Planning Education in the AI Era: Lead the Leap”
16 – 18 May 2019, Beijing, People’s Republic of China
• Consider also introducing new models for delivering education and
training in different learning institutions and settings that can be enabled
by the use of AI, in order to serve different actors such as students,
teaching staff, parents, and communities.
• Support the integration of AI skills into ICT competency frameworks for
teachers and support countries in training teaching staff on working in AI-
rich education settings
• Dynamically review and define teachers’ roles and required competencies
in the context of teacher policies, strengthen teacher training institutions,
and develop appropriate capacity-building programmes to prepare
teachers to work effectively in AI-rich education settings.
https://en.unesco.org/news/first-ever-consensus-artificial-intelligence-and-
education-published-unesco

9. Thank You
Learning for Sustainable Development in the 4IR
Dr. Mohamed Ally
Athabasca University, Canada
mohameda@athabascau.ca
Dr. Norine Wark
Athabasca University, Canada
norinewark@gmail.com