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Home > JOURNAL > Vol. 8 (2019) > Number 1

 

Abstract

In the course of human history, industrial revolutions have been an important driving force in the development and transformation of society. There have been three such revolutions since the eighteenth century and each has had profound effects on human society. They not only improved productivity, but also promoted major changes in social development, economic structure, people’s lifestyle, and the education system especially in training talents needed by a country. The idea of the Industrial Revolution (IR) 4.0 was first put forward at the Hannover industrial exposition in 2011. Subsequently the World Economic Forum of 2016 focused its theme on the impact of this latest IR. Its defining features are the integration and interaction of a range of high technological developments such as artificial intelligence, robotics and Internet of Things across a spectrum of industries.
The impact of IR 4.0 is inevitably leading to changes in all sectors of the economy and society including education. This study will focus on its possible implications on Chinese education in Malaysia. Chinese education is largely a community enterprise and began 200 years ago. It has shown much tenacious vitality and has undergone continual reforms and qualitative improvement to keep abreast of changing needs and the latest trends in technological advancements. This study will discuss IR 4.0 and examine and the nature of its impact on Chinese education in Malaysia.

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