In the changing future of work, how can the education sector prepare students to be future ready? The presentation seeks to develop a narrative towards a future-facing critical digital skills and literacies as a frame of reference which can be employed across curriculum in universities to equip students with skills and literacies that will serve them for the fourth industrial revolution.
Teesside University has a reputation for educational innovation driven by its Future Facing Learning (FFL) strategy, a unique strategic approach to learning and teaching that provides students with the skills, knowledge and expertise to thrive in complex and uncertain futures.
The presentation seeks to develop a narrative towards a critical digital skills and literacies as a frame of reference which can be employed across curriculum in universities to equip students with skills and literacies that will serve them for the Fourth Industrial Revolution.
The presentation begins with an exploratory lens towards the civic role of universities in contributing towards the integration between industry needs and society needs through digital skills and literacies fit for the changing industrial revolution required by industries and professions. With new competencies and new sectors of work emerging, we will explore the nature of digital skills and literacies required for supporting students.
With complex expertise in decision-making, planning, human interaction, criticality, problem solving, team working, adaptability, imagination, and creative work, required in the world of work, and cannot be digitized, we question how critical digital skills and literacies can be reimagined to prepare students with the skillset required for the changing world.
We question how digital initiatives at universities contribute towards the digital empowerment and development of students’ digital skills and literacies, and what needs to be done further by universities to address this through a digital lens. We conclude by addressing how universities may be able to equip students where their chosen profession is evolving, drawing on the sorts of knowledge, skills, attributes which are in line with technological competencies, industry needs and ensuring students are being prepared for the disruptions and opportunities of the fourth industrial revolution. Takeaways: • A frame of reference towards Education 4.0 • Understanding the sorts of digital skills and literacies needed for the changing world of work
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