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Content: Industry 4.0: Radical changes are necessary and inevitable in education
Industry 4.0 and its applications are one of the most important challenges for countries that want to maintain their competitiveness in science, technology and innovation in the modern world.
Countries that cannot adapt to the processes of Industry 4.0, do not
Industry
Sept. 28, 2021, 4: 04 p.m.
The fourth industrial revolution, or as it is otherwise called Industry 4.0 and its applications, is one of the most pressing issues for countries that want to maintain their competitiveness in science, technology and innovation in the modern world.
Countries that cannot adapt to the processes of Industry 4.0 will not be able to develop from a scientific and technical point of view and keep up with the current innovation processes.
According to Report, Industry 4.0 is modern automation processes, large databases that interact with each other, robots and smart factories, that is, the latest production technologies.
The names of such modern technologies as additive manufacturing, big data, artificial intelligence, augmented reality, system integration, Internet of things, cybersecurity, cloud computing, machine learning, etc.
Traditional factories are factories where workers worked on various machines, who also took part in the control and decision-making processes.
But already today there are enterprises where there is no need for lighting, since people do not work here, and decisions are made instantly automatically with the help of modern robotic devices.
Data from them are constantly subjected to high-level analysis and used to create new business models to increase efficiency.
How did the transition from Industry 1.0, known as the first industrial revolution, to 4.0 take place?
The 1.0 revolution occurred between the 18th and 19th centuries, and mainly used mechanical production systems with energy consumption of water and steam.
The main goal was to increase production by increasing labor efficiency.
The invention of the steam engine in the late 18th century and the transition from manual labor to mechanical - the basis of the first industrial revolution.
Industry 2.0 began in the early 20th century.
The emergence of electricity as a source of energy during this period led to the cessation of the use of water and steam in factories.
One of the important initiatives of this period was that the machines needed for factories were calculated as using electricity.
At the beginning of this period, concepts of efficiency and productivity emerged.
He began to focus on the processes that affect production, such as which worker would work on which equipment and what to look for when the products produced by that worker moved to the next stage.
Additional processes to improve output and product quality are considered important functions of factories.
Industry 3.0, came to the middle of the 20th century.
During this period, the discovery of electronic circuits and the integration of these circuits with each other began to facilitate the functions of workers in factories, and in some cases they began to replace them.
Towards the end of this period, fully automated lines emerged.
In the period of Industry 3.0, the software requirements seemed pretty obvious.
Deeper studies have been conducted on concepts such as process management, follow-up and operational resources in enterprises, and it has become apparent that digital technologies and automation software should be used instead of manual processes.
By the time of Industry 4.0, a new era of technology had arrived, with machines in factories communicating and interacting with each other via the Internet of Things (IoT).
During this period, it is clear that machines play an active role in decision-making processes, exchanging instant real data.
In this development process, we see that there are systems in which businesses can plan their production in the most efficient way, and they can take control and make decisions using instant data.
It can be seen that the plants themselves increase their production processes with the help of Industry 4.0 achievements to the highest level and control the processes.
In the above section, an attempt was made to generalize the industry paradigm 1.0 - 4.0.
Perhaps it is better to continue by asking the question in order to understand the situation between industrial developments and scientific education: to what extent have these sectoral developments occurred in natural science education?
In answering this question, we can begin by explaining the changes in schools and the processes taking place in them.
We can take an example from the cabinets of the natural sciences.
When we examine the classes of the period of Industry 1.0 and today ’ s classes of natural science, it is impossible to point out the enormous changes that have taken place.
Today, it can be seen that most students are still passively trying to understand the information coming from teachers as much as possible in their classrooms in most countries.
It's been like this before.
The scientific topics taught to students are more or less identical when compared.
Today, as in the 19th century, the picture is the same.
Teacher, classroom, blackboard, students.
And what if we make comparisons in the development of phones after its invention by Graham Bell in 1876?
It used to be impossible to contact a person without a cable connection, but now we can talk as much as we want anywhere in the world.
In short, we carry high-tech computers in our pockets.
It is obvious that changes in the field of technological developments have improved, and in natural science education have not undergone changes in their form.
The second important question may be related to scientific education: Is today ’ s education in terms of its content consistent with people ’ s digital expectations?
At this stage, the importance of scientific and technological education comes to the fore, given that the workers who will work in the factories in the future must have high-level technological knowledge and experience.
It is clear that this knowledge and experience should be obtained from the early stages of learning.
It is very important that qualified personnel, equipped with scientific and technical knowledge and experience, increase the competitiveness of this country in the field of science and technology.
Education ministries have a great responsibility to train qualified personnel capable of adapting to these incredible transformations in the industry.
Otherwise, we will have a large number of people who will find it difficult to find a job that requires any skills.
From this point of view, radical changes in natural science education are inevitable.
Priority should be given to systems in which students can develop alternative solutions using the acquired knowledge and skills, especially when faced with complex scientific problem situations.
In developing alternative solutions, students are required to communicate effectively with their friends, teachers and stakeholders in the outside world, rather than one-to-one sessions.
In addition, it is necessary to develop high-level thinking skills, such as critical thinking and solving complex problems.
As a final remark to this article, it should be noted that some of the complex skill sets, for which even a university degree is not enough, will inevitably be questioned by industry leaders in science and technology.
For this reason, people who are inventive, creative, adaptable and flexible will win the race among others.
It is also obvious that these skills are easy to develop using the opportunities of natural science education.
Data Learning Specialist Emin Aliyev
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