Analysis of Innovative and Adaptive Higher Education Curriculum Development to Education 5.0 Based Challenges in Indonesia

Berman Hutahaean, Sadieli Telaumbanua, Losten Tamba, Renato Gema Nugraha Hutabarat, Sumani Sumani

Abstract


This study comprehensively analyzes the evolving landscape of higher education curriculum development in response to the advent of Education 5.0 in Indonesia. Recognizing the seismic shifts prompted by digital transformation and the Fourth Industrial Revolution, the research identifies the imperative to realign educational frameworks to foster twnet-first-century competencies and technological integration and enhance lecturers’ capabilities. This research aims to analyze the development of an innovative and adaptive higher education curriculum to the challenges based on Education 5.0 in Indonesia. Through a qualitative methodology encompassing case studies of three Indonesian universities that have pioneered innovative and adaptive curricula, the investigation sheds light on the strategic orientations and methods employed. Core informants and supporting informant data were amassed through interviews, observations, and documentary analysis involving key stakeholders: universities, industry, government and community representatives. Employing the Miles and Huberman model for data analysis, the findings underscore the necessity for curricula that not only imbibe technological advancements orienting toward twenty-first-century competencies but also integrate technology, humanities and local wisdom in learning prioritize flexibility, learner personalization and stakeholder collaboration in curriculum development and execution. Furthermore, the study highlights the critical role of continuous evaluation and accreditation in upholding curriculum quality and credibility. Collectively, these insights contribute to delineating a framework for higher education curricula that are equipped to meet the demands of Education 5.0, thereby serving as a beacon for curriculum developers, policymakers and educational practitioners aiming to navigate the complexities of contemporary educational dynamics.

https://doi.org/10.26803/ijlter.23.4.5


Keywords


curriculum development; higher education; innovative; adaptive learning; education 5.0

Full Text:

PDF

References


Abidoye, R. B., Ahiadu, A. A., Bangura, M., Adilieme, C. M., Oyedokun, T. B., & Alamoudi, A. K. (2024). Preparing property graduates for the digital age: Challenges and strategies from the perspective of Australian property educators. Buildings, 14(1). https://doi.org/10.3390/buildings14010159

Abraham, E., & Abraham Jackson, E. (2024). The evolution of artificial intelligence: A theoretical review of its impact on teaching and learning in the digital age standard-Nutzungsbedingungen. https://hdl.handle.net/10419/280893

Abulibdeh, A., Zaidan, E., & Abulibdeh, R. (2024). Navigating the confluence of artificial intelligence and Education for sustainable development in the era of industry 4.0: Challenges, opportunities, and ethical dimensions. Journal of Cleaner Production, 437. https://doi.org/10.1016/j.jclepro.2023.140527

Aleixo, A. M., Leal, S., & Azeiteiro, U. M. (2018). Conceptualization of sustainable higher education institutions, roles, barriers, and challenges for sustainability: An exploratory study in Portugal. Journal of Cleaner Production, 172, 1664–1673. https://doi.org/10.1016/j.jclepro.2016.11.010

Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16. https://doi.org/10.5539/hes.v10n3p16

Barrot, J. S. (2023). Curriculum 5.0 for the twenty-first century higher education: A way to move forward. In International Handbook on Education Development in Asia-Pacific (pp. 1–15). Springer Nature Singapore. https://doi.org/10.1007/978-981-16-2327-1_134-1

Bikse, V., Grinevica, L., Rivza, B., & Rivza, P. (2022). Consequences and challenges of the fourth industrial revolution and the impact on employability skills development. Sustainability (Switzerland), 14(12). https://doi.org/10.3390/su14126970

Blašková, M., Blaško, R., & Kuchar?íková, A. (2014). Competences and competence model of university teachers. Procedia - Social and Behavioral Sciences, 159, 457–467. https://doi.org/10.1016/j.sbspro.2014.12.407

Bonello, M., & Meehan, B. (2019). The qualitative report transparency and coherence in a doctoral study case analysis: Reflecting on the use of NVivo within a “framework” approach (Vol. 24). https://nsuworks.nova.edu/tqr/vol24/iss3/4

Bozkurt, A., Karadeniz, A., Baneres, D., Guerrero-Roldán, A. E., & Rodríguez, M. E. (2021). Artificial intelligence and reflections from the educational landscape: A review of AI studies in half a century. Sustainability (Switzerland), 13(2), 1–16. https://doi.org/10.3390/su13020800

Caporusso, N. (2023). Generative artificial intelligence and the emergence of creative displacement anxiety. Commentary (Vol. 3, Issue 1).

Carayannis, E. G., Dezi, L., Gregori, G., & Calo, E. (2022). Smart Environments and techno-centric and human-centric innovations for industry and society 5.0: A quintuple helix innovation system view towards smart, sustainable, and inclusive solutions. Journal of the Knowledge Economy, 13(2), 926–955. https://doi.org/10.1007/s13132-021-00763-4

Creswell, J. W. (2017). Research design : qualitative, quantitative, and mixed methods approaches. SAGE.

Darmaji, D., Mustiningsih, M., & Arifin, I. (2019, December). Quality management education in the industrial revolution era 4.0 and society 5.0. In 5th International Conference on Education and Technology (ICET 2019) (pp. 565-570). Atlantis Press..

Dwivedi, Y. K., Hughes, L., Ismagilova, E., Aarts, G., Coombs, C., Crick, T., Duan, Y., Dwivedi, R., Edwards, J., Eirug, A., Galanos, V., Ilavarasan, P. V., Janssen, M., Jones, P., Kar, A. K., Kizgin, H., Kronemann, B., Lal, B., Lucini, B., … Williams, M. D. (2021). Artificial intelligence (AI): Multidisciplinary perspectives on emerging challenges, opportunities, and agenda for research, practice, and policy. International Journal of Information Management, 57. https://doi.org/10.1016/j.ijinfomgt.2019.08.002

El-Sabagh, H. A. (2021). Adaptive e-learning environment based on learning styles and its impact on the development of students’ engagement. International Journal of Educational Technology in Higher Education, 18(1). https://doi.org/10.1186/s41239-021-00289-4

Gale, J., Alemdar, M., Lingle, J., & Newton, S. (2020). Exploring critical components of an integrated STEM curriculum: applying the innovation implementation framework. International Journal of STEM Education, 7(1). https://doi.org/10.1186/s40594-020-0204-1

Gill, S. S., Xu, M., Ottaviani, C., Patros, P., Bahsoon, R., Shaghaghi, A., Golec, M., Stankovski, V., Wu, H., Abraham, A., Singh, M., Mehta, H., Ghosh, S. K., Baker, T., Parlikad, A. K., Lutfiyya, H., Kanhere, S. S., Sakellariou, R., Dustdar, S., … Uhlig, S. (2022). AI for next generation computing: emerging trends and future directions. https://doi.org/10.1016/j.iot.2022.100514

González, P., Laura, I., Ramírez, M., & María, S. (2022). Components of Education 4.0 in 21st Century Skills Frameworks: Systematic Review. In Sustainability (Switzerland) (Vol. 14, Issue 3). MDPI. https://doi.org/10.3390/su14031493

Gürdür Broo, D., Kaynak, O., & Sait, S. M. (2022). Rethinking engineering education at the age of Industry 5.0. Journal of Industrial Information Integration, 25, 100311. https://doi.org/10.1016/J.JII.2021.100311

Hutahaean, B., Telaumbanua, S., & Tamba, L. (2022). Development of a Multidimensional curriculum evaluation model for the independent curriculum in elementary schools. QALAMUNA: Jurnal Pendidikan, Sosial, Dan Agama, 14(2), 705–724. https://doi.org/10.37680/qalamuna.v14i2.3617

Jamaludin, R., McKay, E., & Ledger, S. (2020). Are we ready for education 4.0 within ASEAN higher education institutions? Thriving for knowledge, industry, and humanity in a dynamic higher education ecosystem? Journal of Applied Research in Higher Education, 12(5), 1161–1173. https://doi.org/10.1108/JARHE-06-2019-0144

Japee, G. P., & Oza, P. (2021). Curriculum and evaluation in outcome-based education. In PSYCHOLOGY AND EDUCATION (Vol. 58, Issue 2). www.psychologyandeducation.net

Karmilla Kaman, Z., & Othman, Z. (2016). Validity, reliability, and triangulation in case study method: An experience. www.qualitative-research-conference.com

Khan, M. A., & Law, L. S. (2015). An integrative approach to curriculum development in higher Education in the USA: A theoretical framework. International Education Studies, 8(3), 66–76. https://doi.org/10.5539/ies.v8n3p66

Lamya, A., Kawtar, Z., Mohamed, E., & Mohamed, K. (2020). Personalization of an educational scenario of a learning activity according to the learning styles model David Kolb. Global Journal of Engineering and Technology Advances, 2020(03), 99–108. https://doi.org/10.30574/gjeta

Legi, H., Damanik, D., Giban, Y., Tinggi, S., Kristen, A., & Wamena, D. (2023). Transforming education through technological innovation in the face of the era of society 5.0. Jurnal Ilmiah Pendidikan, 2(2).

Mahmud, M. M., & Wong, S. F. (2022). Digital age: The importance of 21st century skills among the undergraduates. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.950553

Mateus, D. M. R., Pinho, H. J. O., Nogueira, I. M. D. P., Rosa, M. A. N. H., Cartaxo, M. A. M., & Nunes, V. M. B. (2019). Participation of Students in the Project Valorbio: A Case study to accelerate the implementation of sustainability principles in the curriculum. International Journal of Sustainability in Higher Education. https://doi.org/10.1108/IJSHE-09-2019-0254/full/html

Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis. A methods sourcebook (4th ed.). SAGE.

Munikwa, S., & Mapara, J. (2022). Grappling with education 5.0 curriculum development in Zimbabwean higher education. The case of Chinhoyi University of Technology. Journal of African Education, 3(2), 181–203. https://doi.org/10.31920/2633-2930/2022/v3n2a7

Nicolaou, C., Matsiola, M., & Kalliris, G. (2019). Technology-enhanced learning and teaching methodologies through audiovisual media. In Education Sciences (Vol. 9, Issue 3). MDPI AG. https://doi.org/10.3390/educsci9030196

Ouyang, F., & Jiao, P. (2021). Artificial intelligence in education: The three paradigms. Computers and Education: Artificial Intelligence, 2. https://doi.org/10.1016/j.caeai.2021.100020

Parker, L., Sokkar, A., Karakas, A., Carter, C., & Loper, J. (2024). Graduate instructors navigating the AI frontier: The role of ChatGPT in higher education. Computers and Education Open, 100166. https://doi.org/10.1016/j.caeo.2024.100166

Peng, H., Ma, S., & Spector, J. M. (2019). Personalized adaptive learning: an emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environments, 6(1). https://doi.org/10.1186/s40561-019-0089-y

Ramnund-Mansingh, A., & Reddy, N. (2021). South African-specific complexities in aligning graduate attributes to employability. Journal of Teaching and Learning for Graduate Employability, 12(2), 206. https://doi.org/10.3316/informit.028968602742819

Rane, N., Choudhary, S., & Rane, J. (2023). Education 4.0 and 5.0: Integrating artificial intelligence (AI) for personalized and adaptive learning. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4638365

Rane, N. L. (2023). Integrating leading-edge artificial intelligence (AI), internet of things (IoT), and big data technologies for smart and sustainable architecture, engineering and construction (AEC) Industry: Challenges and future directions. International Journal of Data Science and Big Data Analytics, 3(2), 73–95. https://doi.org/10.51483/ijdsbda.3.2.2023.73-95

Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online university teaching during and after the Covid-19 crisis: Refocusing teacher presence and learning activity. Postdigital Science and Education, 2(3), 923–945. https://doi.org/10.1007/s42438-020-00155-y

Ratana-Ubol, A., & Henschke, J. A. (2015). Cultural learning processes through local wisdom. International Journal of Adult Vocational Education and Technology, 6(2), 41–60. https://doi.org/10.4018/ijavet.2015040104

Rusilowati, U., & Wahyudi, W. (2020). The significance of educator certification in developing pedagogy, personality, social and professional competencies. In 2nd Social and Humaniora Research Symposium (SoRes 2019) (pp. 446-451). Atlantis Press

Rusman, A., Mas’Udi, M. M., Hermoyo, R. P., Yarno, Yunianti, S., & Rafsanjani, H. (2023). Education transformation in the 5.0 society development era. AIP Conference Proceedings, 2727. https://doi.org/10.1063/5.0141657

Rybnicek, R., & Königsgruber, R. (2019). What makes industry-university collaboration succeed? A systematic review of the literature. Journal of Business Economics, 89(2), 221–250. https://doi.org/10.1007/s11573-018-0916-6

Rymarczyk, J. (2020). Technologies, opportunities, and challenges of the industrial revolution 4.0: Theoretical considerations. Entrepreneurial Business and Economics Review, 8(1), 185–198. https://doi.org/10.15678/EBER.2020.080110

Saidi, N., Nasir, M., Gafar, Z., Ahmad, S., & Kasim, N. A. (2023). The impact of education on the development of the young generation way forward in the 5.0 society. Journal of Business Innovation, 8(1), 208.

Serva Tuju, R., Rumbekwan, G., Sinaga, D. C., Ellss, V., Mandacan, Y., Tinggi, S., Erikson, T., & Manokwari, T. (2022). Curriculum evaluation model in development higher education curriculum. https://doi.org/10.33258/birci.v5i1.3803

Stojadinovic, Z., Bozic, M., Nadaždi, A., & Nadaž, A. DI. (2021). Development and implementation of evaluation framework for quality enhancement of outcome-based curriculum proofs development and implementation of evaluation framework for quality enhancement of outcome-based curriculum*. https://www.researchgate.net/publication/350176453

Sugiyono. (2019). Metode Penelitian Pendidikan (Kuantitatif, Kualitatif, Kombinasi, R & D, dan Penelitian Pendidiikan (Vol. 1). Alfabeta.

Sumiati, T., Wachid, N., Majid, A., Motilal, C., & Indrian, D. (2020). Indigenous wisdom and technology-enabled learning: Efforts to prepare LPTK graduates for the 21st century. In 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019) (pp. 1313-1320). Atlantis Press.

Supriyoko, Rochmiyati, S., Irfan, M., & Ghazali, I. (2022). Online survey: Evaluation of Indonesian higher education curriculum. Pegem Egitim ve Ogretim Dergisi, 12(4), 235–240. https://doi.org/10.47750/pegegog.12.04.24

Tavares, M. C., Azevedo, G., Marques, R. P., & Bastos, M. A. (2023). Challenges of Education in the accounting profession in the Era 5.0: A systematic review. In Cogent Business and Management (Vol. 10, Issue 2). Cogent OA. https://doi.org/10.1080/23311975.2023.2220198

Thornhill-Miller, B., Camarda, A., Mercier, M., Burkhardt, J. M., Morisseau, T., Bourgeois-Bougrine, S., Vinchon, F., El Hayek, S., Augereau-Landais, M., Mourey, F., Feybesse, C., Sundquist, D., & Lubart, T. (2023). Creativity, critical thinking, communication, and collaboration: assessment, certification, and promotion of 21st century skills for the future of work and education. Journal of Intelligence, 11(3). MDPI. https://doi.org/10.3390/jintelligence11030054

Tierney, W. G., & Lanford, M. (2016). Conceptualizing innovation in higher education (pp. 1–40). https://doi.org/10.1007/978-3-319-26829-3_1

Vadivel, B., Namaziandost, E., & Saeedian, A. (2021). Progress in English language teaching through continuous professional development—Teachers’ self-awareness, perception, and feedback. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.757285

Wagenaar, R. (2014). Competences and learning outcomes: A panacea for understanding the (new) role of Higher Education? (Vol. 1, Issue 2). http://www.ehea.info/Uploads/Declarations/Berlin_

Woods, J. D. (1988). Curriculum evaluation models : Practical applications for teachers. Australian Journal of Teacher Education, 13(1). https://doi.org/10.14221/ajte.1988v13n2.1

Yazçay?r, N., & Selvi, K. (2020). Curriculum evaluation model-KÖNDEM. ?lkö?retim Online, 343–356. https://doi.org/10.17051/ilkonline.2020.661847

Yin, R. K., Calvin, Y., & Mali, G. (2018). A BOOK REVIEW: CASE STUDY Title: Case Study Research and Applications: Design and Methods (6th ed.). http://dx.doi.org/10.1563

Yu, H. (2024). The application and challenges of ChatGPT in educational transformation: New demands for teachers’ roles. In Heliyon (Vol. 10, Issue 2). Elsevier Ltd. https://doi.org/10.1016/j.heliyon.2024.e24289

Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education – where are the educators? In International Journal of Educational Technology in Higher Education (Vol. 16, Issue 1). Springer Netherlands. https://doi.org/10.1186/s41239-019-0171-0

Zuo, M., & Wang, J. (2021). Higher education curriculum evaluation method based on deep learning model. Computational Intelligence and Neuroscience, 2021. https://doi.org/10.1155/2021/9036550


Refbacks

  • There are currently no refbacks.


e-ISSN: 1694-2116

p-ISSN: 1694-2493