Creating Inclusive Learning Spaces for Industry 4.0 Adaptive Learners- Unlearn-Relearn Model for Sustainable Competency Development

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Published Sep 8, 2021
Dr. Nitu Ghosh

Abstract

Sustainability of the triple bottom line is the main focus in this millennium. Industry 4.0 is fueling the emergence of smart factories globally adopting the smartest technologies that aim to achieve the SDGs and facilitate inclusive growth of the societies, businesses and ecology. Intelligent tools and smart technologies open new opportunities along with challenges of upskilling employees and developing their competencies through unlearning and relearning of the new ways of doing work. Decent work practices, human resource development, growth in businesses and inclusive learning environment are certain sustainable development goals that is mandatory for Industry 4.0 to be progressive in an uncertain environment. Goal of learning in this millennium is to create inclusive learning environment for all. Inclusivity in the millennial age learning environment (referred to as Learning 4.0 age) is achieved through the integration of technology and learning accessed by masses in a standardized, indiscriminate, self-paced, affordable and technologically friendly form, while also instilling in the learners with the skills required by Industry 4.0. The outcome-based learning is the new model, wherein the parameters have been identified to access the corresponding outcome as per the industry requirements. According to Future of Jobs Report, World Economic Forum (2020), the Industry-4.0 demands completely new skills and competencies like- collaboration, complex problem solving, creativity and innovation, emotional intelligence, people management, decision making and cognitive flexibility in order to attain a sustainable future for all. The global societal and economic discord emerging due to the uncertainties in 2020 mandates the need to relook at the social contracts and adopt the unlearning-relearning model. Fully realizing the potential of Industry 4.0 will demand a more inventive, inclusive approach to talent development, and some conscious unlearning of outmoded ways, paired with learning of contemporary methods. Thus, this study focuses on the Unlearning-Relearning model to bridge the gap between Industry-academia 4.0 and fill the skill gaps. The study aims to highlight the need for creating inclusive learning spaces for millennials as per the Industry-4.0 requirements by proposing a model – ‘Unlearn-Relearn Model’.  The model attempts to propose methodology to enhance teaching-learning process in order to generate industry ready graduates for a smarter next generation labor force based on the responses of Educators, Learners and Industry experts. The study adopts qualitative approach. Primary data has been gathered through Delphi method and focus group interviews of students, academicians and industry recruiters in the domains of management and Information Technology in Bengaluru, the IT capital of India. The qualitative data is analyzed using content analysis (Elo, S., et al., 2014). The findings of the study have enduring practical implications in molding the millennials into industry 4.0 ready professionals and achieving specific SDGs. The study suggests partnerships with public and private organizations along with digital and inclusive methodologies and strong feedback loop that offer compelling solutions strengthening today’s millennial workforce and transform curricula for the next generation of students.

How to Cite

Ghosh, D. N. (2021). Creating Inclusive Learning Spaces for Industry 4.0 Adaptive Learners- Unlearn-Relearn Model for Sustainable Competency Development. SPAST Abstracts, 1(01). Retrieved from https://spast.org/techrep/article/view/214
Abstract 13 |

Article Details

Keywords

Employability, Graduates, Industry 4.0, Learn, Professionals, Re-learn, students, Unlearn

References
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5. Zhao, Yingxin & Lu, Yanqiu & Wang, Xiangyang. (2013). Organizational unlearning and organizational relearning: A dynamic process of knowledge management, Journal of Knowledge Management. 17. 10.1108/JKM-06-2013-0242.
Section
SMH1: Management