Abstract
This research evaluates the faculty members of Bulacan Agricultural State College's degree of readiness for the Fourth Industrial Revolution (FIRe) through assessment of their knowledge and competencies. Descriptive method was used to determine the demographic profile, knowledge profile, competency, and readiness of the faculty. Correlation was used to analyze the relationship between level of knowledge and competencies with the readiness of the respondents with FIRe. The findings revealed that most of the respondents are female in their prime working age (25-54 years old) with less than 5 years of experience in teaching. Moreover, they have moderate knowledge on FIRe technologies because some of them are typically owned and used
technologies by the respondents that were elevated during the Covid-19 pandemic. The links between knowledge, competences, and readiness were investigated using regression and correlation analysis. Knowledge levels and readiness were shown to be strongly positively correlated, suggesting that as faculty members' knowledge grows, and so does their readiness for FIRe. Furthermore, there were favorable relationships found between preparedness and competencies, including technological, pedagogical, content, and their combinations. These findings highlight the significance of ongoing training and support to improve knowledge and competencies and help to understand the current status of faculty preparedness with FIRe technology. The research offers valuable perspectives for academic establishments seeking to harmonize their faculty development initiatives with the requirements of the Fourth Industrial Revolution.
References
Abdulrahman, I. R. (2014). Spatial information for sustainable land resources development: using technology for informed decision making. Procedia-Social and Behavioral Sciences, 120, 66-71.
Avelino, N. M., & Ismail, H. H. (2021). Assessing ESL teachers’ knowledge and readiness in integrating 4IR into teaching practices: A concept paper. Creative Education, 12(9), 2038-2055.
Dutta, A., & Nessa, N. (2022). Technological Competencies of Teachers in Teaching Learning Process and the Librarians' Role to Enhance the Technological Skills: A Study. Library Philosophy and Practice, 1-13.
Hecklau,F., Kidschun, F., Orth, R., Kohl, H. (2017). Human Resources Management: Meta-Study - Analysis of Future Competences in Industry 4.0. Retrieved from: https://www.researchgate.net /publication/327262309
Indira, E., Hermanto, A., & Pramono, S.E. (2019). Improvement of Teacher Competence in the Industrial Revolution Era 4.0. Retrieved at: https://unevoc.unesco.org/up/TVET_Teachers_for_the_Fourth _Industrial_Age.pdf
Kadir, E. A., Rosa, S. L., & Ramadhan, R. A. (2020, April). Detection of forest fire used multi sensors system for peatland area in Riau Province. In AIP Conference Proceedings (Vol. 2217, No. 1). AIP Publishing.
Koh, J. H. L., & Chai, C. S. (2011). Modeling pre-service teachers’ technological pedagogical content knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs.
Li, L., Sali, A., Noordin, N. K., Ismail, A., Hashim, F., Rasid, M. F. A., & Nurhayati, A. D. (2023). Modeling of Evaporation Rate for Peatland Fire Prevention Using Internet of Things (IoT) System. Fire, 6(7), 272.
Layco, E.P. (2022). Mathematics Education 4.0: Teachers’ Competence and Skills’ Readiness in Facing the Impact of Industry 4.0 on Education. Journal of Positive School Psychology 2022, vol. 6, No. 2, 1233-1259. https://www.researchgate.net/publication/361312321_Mathematics_Education_40 _Teachers_Competence_and_Skills_Readiness_in_Facing_the_Impact_of_Industry_40_on_Education.
Lekhu, M. A. (2023). Pre-Service Science Teachers’ Preparedness for Classroom Teaching: Exploring Aspects of Self-Efficacy and Pedagogical Content Knowledge for Sustainable Learning Environments. Journal of Curriculum Studies Research, 5(1), 113-129.
Popov, L. M., & Puchkova, I. M. (2015). The model of the psychological readiness of students to the professional activity: Theory and practice. The Social Sciences, 10(5), 646-650.
Ramli, S., Rasul, M. S., & Affandi, M. H. (2020). Identifying technology competency of green skills in the Fourth Revolution industries amongst Teacher Trainee. Universal Journal of Educational Research, 8(11), 33-42.
Razak, N. A., Alakrash, H., & Sahboun, Y. (2018). English language teachers’ readiness for the application of technology towards Fourth Industrial Revolution demands. Asia-Pacific Journal of Information Technology and Multimedia, 7(2-2), 89-98. https://www.researchgate.net/ publication/346906587
Roblyer, M. D., & Doering, A. H. (2014). Integrating educational technology into teaching. Harlow: Pearson.
Ujakpa, M. M., Osakwe, J. O., Iyawa, G. E., Hashiyana, V., & Mutalya, A. N. (2020, May). Industry 4.0: University Students’ Perception, Awareness and Preparedness-A Case of Namibia. In 2020 IST-Africa Conference (IST-Africa) (pp. 1-10). IEEE.

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright (c) 2024 Southeast Asian Journal of Agriculture and Allied Sciences