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Physics Students’ Innovation Readiness for Digital Learning within the University 4.0 Model: Essential Scientific and Pedagogical Elements That Cause the Educational Format to Evolve in the Context of Advanced Technology Trends

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  • Bakytgul Jugembayeva

    (Department of Plasma Physics, Nanotechnology and Computer Physics, Al-Farabi Kazakh National University, Almaty 050040, Kazakhstan)

  • Aliya Murzagaliyeva

    (Department of Theoretical and Nuclear Physics, Al-Farabi Kazakh National University, Almaty 050040, Kazakhstan)

Abstract

Students’ readiness for innovative educational formats is a determining factor that can affect the effectiveness of digital transformations in a higher education institution. Evaluation of students’ innovative readiness for the transition to the University 4.0 model can provide guidance on what actions and policies should be taken to achieve an educational institution’s digital transformation goals. This article aims to study the essential scientific and pedagogical elements that cause the educational format to evolve in the context of advanced technology trends and determine physics students’ innovation readiness for digital learning within the University 4.0 model. The survey was extended to the online forum University 4.0: Prospects for Modernising Approaches to Teaching Physics. The survey results showed the degree of readiness of physics students to implement digital approaches in teaching in four dimensions. Students had a high level of creativity and a positive attitude toward innovative educational activities (M = 3.89); they also had a high level of motivation for digital innovative training and sufficient knowledge of how the training will help them achieve their educational goals and professional and personal competence (M = 3.85); and they had a high level of digital literacy (M = 3.96). The scientific value of this article lies in demonstrating the developed methodology for determining and evaluating the degree of innovative readiness of students in the process of transition to a new educational format University 4.0. This methodology can be used in the process of developing an innovative strategy for organizing the educational process in the conditions of Industry 4.0 taking into account its challenges and opportunities.

Suggested Citation

  • Bakytgul Jugembayeva & Aliya Murzagaliyeva, 2022. "Physics Students’ Innovation Readiness for Digital Learning within the University 4.0 Model: Essential Scientific and Pedagogical Elements That Cause the Educational Format to Evolve in the Context of," Sustainability, MDPI, vol. 15(1), pages 1-18, December.
    • Handle: RePEc:gam:jsusta:v:15:y:2022:i:1:p:233-:d:1013086
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    References listed on IDEAS

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    1. Sumona Mukhuty & Arvind Upadhyay & Holly Rothwell, 2022. "Strategic sustainable development of Industry 4.0 through the lens of social responsibility: The role of human resource practices," Business Strategy and the Environment, Wiley Blackwell, vol. 31(5), pages 2068-2081, July.
    2. Shaikha R. Al-Nuaimi & Sami G. Al-Ghamdi, 2022. "Sustainable Consumption and Education for Sustainability in Higher Education," Sustainability, MDPI, vol. 14(12), pages 1-17, June.
    3. Tatyana Tolstykh & Leyla Gamidullaeva & Nadezhda Shmeleva, 2021. "Universities as Knowledge Integrators and Cross-Industry Ecosystems: Self-Organizational Perspective," SAGE Open, , vol. 11(1), pages 21582440209, February.
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