1
My reflections on Shaher Elayyan's article, "The Future of Education According to the
Fourth Industrial Revolution"
Elayyan presents what i believe to be a convincing assessment of how new and emerging
technologies such as artificial intelligence, robotics , blockchain and cloud computing are
reshaping the times and educational alongside several issues paradigms . However , as a citizen
of a developing nation, i cannot help but look through the findings , which i particularly believe
to be relevant for developed nations and ask : what is the applicability and implications for
developing nations such as mine?, can we ever close the gap or attempt to with developed
nations?, alongside several issues that Elayyan mentioned in this article.
Technological Opportunities and Challenges
Elayyan emphasizes the potential of transformation of IR 4.0 technologies and how they
are and will enhance learning opportunities. For developing nations like Nigeria, these
transformative technologies could provide unique access to educational resource and innovation
(Rubagiza, Were & Sutherland, 2017). The article however did not address the infrastructural
challenges that many developing countries face and how this could further widen the existing
gaps with developed nations. For example, cloud computing can facilitate access to very large
databases of information but this access can be grossly limited due to inadequate internet
connectivity in rural areas which will limit its effectiveness (ITU, 2021). Many students in such
areas lack such basic technology which sheds more light on the existing educational inequality
and Elayyan's article did not really address this.
Ethical Considerations
The author's emphasis on the need for preserving ethical standards with the current
technological advancements is one that i agree with as it raises a valid point. This is quite
concerning and relevant especially for developing nations where regulations surrounding the
operation of advanced technologies such as A.I are limited (MIT Technology Review, 2024). As
education system continues to evolve with IR 4.0 technologies ethical implications such as
equity, data privacy and use ought to be addressed comprehensively.
Elayyan's findings also challenges traditional methods of education , compelling
stakeholders to change teaching and learning strategies to fit the current digital age. However
these strategies needs to include equitable access, community engagement, and understanding
cultural context for successful technology integration in developing nations, ensuring social
capital maintenance.
, 2
Social Capital and Human Interaction
An important aspect of the authors findings which is quite thought provoking is the
assertion that this progressive transformation comes with a huge pitfall, diminished human
interaction. This is particular significant for developing nations where networks and relationships
that facilitate cooperation plays a vital role in community cohesion and education success
(Putnam, 2000). In Nigeria for instance, strong community ties often support traditional
educational ties however according to Elayyan, such a major shift could not only undermine such
ties but the general human relationship and communication. The author's findings highlight that
pre-service teachers expressed their concerns about the limitations to student-teacher interaction
and erosion of values due to technological advancement and integration. This prompts very
important questions of how do we balance the advancement of technology with the need for
meaningful human connection? or are we heading to the point of escaping from reality as it is in
Steven Spielberg's creation of the OASIS (Ontologically Anthropocentric Sensory Immersive
Simulation) from his 2018 movie "Ready Player One" ?
Educational Infrastructure: The Gap
The existing disparity between developed and developing nations is so stark when it
comes to the issue of educational infrastructure. In most developing nations there is an evidenced
struggle of basic educational resources (World Bank, 2018) unlike their developed counterparts
who often have access to advanced technologies and have and still are successfully integrating
them effectively into their teaching practice and educational programs. This struggle by these
developing nations makes it very difficult to adopt IR 4.0 technologies which further widens the
existing gap and this will in turn affect the ability of the present crop of educators to prepare
students for the future job market opportunities which will be heavily influenced by these
technologies.
The author's suggests that in order to accommodate the IR 4.0 technologies , significant
changes needs to be adopted in the educational curricula , however for this changes to be
effective , it requires well trained educators to operate and utilize these tools. This is the case for
developed nations who continuously conduct professional development programs to train
educators whereas many teachers from developing countries lack access to such opportunities to
prepare them to implement these innovative teaching methods (Canales et al, 2023).
My reflections on Shaher Elayyan's article, "The Future of Education According to the
Fourth Industrial Revolution"
Elayyan presents what i believe to be a convincing assessment of how new and emerging
technologies such as artificial intelligence, robotics , blockchain and cloud computing are
reshaping the times and educational alongside several issues paradigms . However , as a citizen
of a developing nation, i cannot help but look through the findings , which i particularly believe
to be relevant for developed nations and ask : what is the applicability and implications for
developing nations such as mine?, can we ever close the gap or attempt to with developed
nations?, alongside several issues that Elayyan mentioned in this article.
Technological Opportunities and Challenges
Elayyan emphasizes the potential of transformation of IR 4.0 technologies and how they
are and will enhance learning opportunities. For developing nations like Nigeria, these
transformative technologies could provide unique access to educational resource and innovation
(Rubagiza, Were & Sutherland, 2017). The article however did not address the infrastructural
challenges that many developing countries face and how this could further widen the existing
gaps with developed nations. For example, cloud computing can facilitate access to very large
databases of information but this access can be grossly limited due to inadequate internet
connectivity in rural areas which will limit its effectiveness (ITU, 2021). Many students in such
areas lack such basic technology which sheds more light on the existing educational inequality
and Elayyan's article did not really address this.
Ethical Considerations
The author's emphasis on the need for preserving ethical standards with the current
technological advancements is one that i agree with as it raises a valid point. This is quite
concerning and relevant especially for developing nations where regulations surrounding the
operation of advanced technologies such as A.I are limited (MIT Technology Review, 2024). As
education system continues to evolve with IR 4.0 technologies ethical implications such as
equity, data privacy and use ought to be addressed comprehensively.
Elayyan's findings also challenges traditional methods of education , compelling
stakeholders to change teaching and learning strategies to fit the current digital age. However
these strategies needs to include equitable access, community engagement, and understanding
cultural context for successful technology integration in developing nations, ensuring social
capital maintenance.
, 2
Social Capital and Human Interaction
An important aspect of the authors findings which is quite thought provoking is the
assertion that this progressive transformation comes with a huge pitfall, diminished human
interaction. This is particular significant for developing nations where networks and relationships
that facilitate cooperation plays a vital role in community cohesion and education success
(Putnam, 2000). In Nigeria for instance, strong community ties often support traditional
educational ties however according to Elayyan, such a major shift could not only undermine such
ties but the general human relationship and communication. The author's findings highlight that
pre-service teachers expressed their concerns about the limitations to student-teacher interaction
and erosion of values due to technological advancement and integration. This prompts very
important questions of how do we balance the advancement of technology with the need for
meaningful human connection? or are we heading to the point of escaping from reality as it is in
Steven Spielberg's creation of the OASIS (Ontologically Anthropocentric Sensory Immersive
Simulation) from his 2018 movie "Ready Player One" ?
Educational Infrastructure: The Gap
The existing disparity between developed and developing nations is so stark when it
comes to the issue of educational infrastructure. In most developing nations there is an evidenced
struggle of basic educational resources (World Bank, 2018) unlike their developed counterparts
who often have access to advanced technologies and have and still are successfully integrating
them effectively into their teaching practice and educational programs. This struggle by these
developing nations makes it very difficult to adopt IR 4.0 technologies which further widens the
existing gap and this will in turn affect the ability of the present crop of educators to prepare
students for the future job market opportunities which will be heavily influenced by these
technologies.
The author's suggests that in order to accommodate the IR 4.0 technologies , significant
changes needs to be adopted in the educational curricula , however for this changes to be
effective , it requires well trained educators to operate and utilize these tools. This is the case for
developed nations who continuously conduct professional development programs to train
educators whereas many teachers from developing countries lack access to such opportunities to
prepare them to implement these innovative teaching methods (Canales et al, 2023).
