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Characterization of the Teaching Profile within the Framework of Education 4.0

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  • María Soledad Ramírez-Montoya

    (Education at Tecnológico de Monterrey, School of Humanities, Monterrey 64849, Mexico)

  • María Isabel Loaiza-Aguirre

    (Innovation, Training and Teacher Evaluation, Universidad Técnica Particular de Loja, Loja 1101608, Ecuador)

  • Alexandra Zúñiga-Ojeda

    (Educational Sciences Faculty, Universidad Técnica Particular de Loja, Loja 1101608, Ecuador)

  • May Portuguez-Castro

    (Institute for the Future of Education, Tecnologico de Monterrey, Monterrey 64849, Mexico)

Abstract

The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

Suggested Citation

  • María Soledad Ramírez-Montoya & María Isabel Loaiza-Aguirre & Alexandra Zúñiga-Ojeda & May Portuguez-Castro, 2021. "Characterization of the Teaching Profile within the Framework of Education 4.0," Future Internet, MDPI, vol. 13(4), pages 1-17, April.
    • Handle: RePEc:gam:jftint:v:13:y:2021:i:4:p:91-:d:528236
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    References listed on IDEAS

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    1. May Portuguez Castro & Marcela Georgina Gómez Zermeño, 2020. "Challenge Based Learning: Innovative Pedagogy for Sustainability through e-Learning in Higher Education," Sustainability, MDPI, vol. 12(10), pages 1-15, May.
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    1. Emily Costan & Gamaliel Gonzales & Roselyn Gonzales & Lynne Enriquez & Felix Costan & Decem Suladay & Nadine May Atibing & Joerabell Lourdes Aro & Samantha Shane Evangelista & Fatima Maturan & Egberto, 2021. "Education 4.0 in Developing Economies: A Systematic Literature Review of Implementation Barriers and Future Research Agenda," Sustainability, MDPI, vol. 13(22), pages 1-23, November.
    2. Bakytgul Jugembayeva & Aliya Murzagaliyeva & Gita Revalde, 2022. "Pedagogical Model for Raising Students’ Readiness for the Transition to University 4.0," Sustainability, MDPI, vol. 14(15), pages 1-14, July.
    3. Chun-Wei Chen & Neng-Tang Huang & Hsien-Sheng Hsiao, 2022. "The Construction and Application of E-Learning Curricula Evaluation Metrics for Competency-Based Teacher Professional Development," Sustainability, MDPI, vol. 14(14), pages 1-22, July.
    4. Teresa Dieguez & Paula Loureiro & Sulaiman Isabel Ferreira & Mário Basto, 2024. "Transformative Forces: Social Entrepreneurship as Key Competency," International Journal of Innovation and Economic Development, Inovatus Services Ltd., vol. 10(1), pages 23-33, April.
    5. Jia Zhang & Qinan Huang & Jianmei Xu, 2022. "The Relationships among Transformational Leadership, Professional Learning Communities and Teachers’ Job Satisfaction in China: What Do the Principals Think?," Sustainability, MDPI, vol. 14(4), pages 1-17, February.
    6. David Katende & Edith Namutebi, 2024. "Relevance of Students’ Evaluation of Teacher Characteristics for Quality Teaching at Mountains of the Moon University," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 1846-1862, March.
    7. Emily Abd Rahman & Melor Md Yunus & Harwati Hashim & Nur Khadirah Ab. Rahman, 2022. "Learner Autonomy between Students and Teachers at a Defence University: Perception vs. Expectation," Sustainability, MDPI, vol. 14(10), pages 1-13, May.
    8. Yadira Gutiérrez-Martínez & Rogelio Bustamante-Bello & Sergio A. Navarro-Tuch & Ariel A. López-Aguilar & Arturo Molina & Inés Álvarez-Icaza Longoria, 2021. "A Challenge-Based Learning Experience in Industrial Engineering in the Framework of Education 4.0," Sustainability, MDPI, vol. 13(17), pages 1-25, September.
    9. Celia Paola Sarango-Lapo & Juanjo Mena & María Soledad Ramírez-Montoya, 2021. "Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0," Sustainability, MDPI, vol. 13(18), pages 1-17, September.

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