Abstract
Global education systems are undergoing a revolution due to the swift progress of technology. In order to improve student learning, this new educational environment dubbed Education 4.0 combines cutting-edge teaching strategies with digital technologies. Few research studies have been done on Education 4.0 despite its potential, especially in Mindanao, Philippines. This study sought to ascertain faculty members' awareness, readiness, and digital competence in relation to Education 4.0 at higher education institutions (HEIs) in Region XII. The variables and their relationships were investigated using a descriptive-correlational research design in this study. Three hundred forty-six (346) faculty members who were chosen at random took part in the study by answering a questionnaire. ANOVA, Spearman’s rho, and mean scores were used in the quantitative analysis. According to the results, faculty members at HEIs demonstrate a high level of awareness (M=3.94; SD=0.85), readiness (M=3.67; SD=0.93), and digital competence (M=3.79; SD=0.90) with respect to Education 4.0. Digital competence and awareness showed a significant strong positive correlation (rs=0.6539; p-value = 0.0000), while readiness and awareness showed a significant moderate positive correlation (rs=0.5670; p-value = 0.0000). There are significant differences in higher education institutions’ awareness (F=1.8219; p-value=0.0130), readiness (F=3.2062; p-value=0.0000), and digital competence (F=1.8025; p-value=0.0144). These results imply that the Commission on Higher Education (CHED) might identify the importance of Education 4.0 and give it top priority when integrating it into local HEI initiatives. CHED acknowledges and supports this revolutionary change by recognizing the need for strategic direction, allocating required funds, and establishing policies that encourage the successful implementation of Education 4.0.
