Qualitative research uncovers gaps in technology education teacher training, suggesting integration of pneumatics and hydraulics to enhance 4IR readiness.
The rapid advancements of the Fourth Industrial Revolution (4IR) necessitated a transformation in Science, Technology, Engineering, and Mathematics (STEM) education, particularly in preparing pre-service and in-service teachers. As fundamental components of modern industrial automation, pneumatics and hydraulics are critical in equipping educators with the technical knowledge and pedagogical skills required to meet contemporary workforce demands. This study explores research-based effective content and pedagogical developments in technology education, emphasizing the integration of pneumatics and hydraulics into teacher training programs. Drawing from the Technological Pedagogical Content Knowledge (TPACK) framework and constructivist learning theories, the study investigates the challenges and opportunities associated with teaching these topics in a 4IR-driven educational landscape. A qualitative research approach, incorporating data from teacher training institutions, curriculum documents, and industry experts, was employed to analyze existing gaps and best practices. Findings highlight the need for competency-based, inquiry-driven instructional strategies, enhanced access to digital simulation tools, and strengthened industry-academia partnerships. The study concludes by recommending curriculum reforms and policy interventions to improve teacher readiness for the evolving technological landscape.
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Seleke et al. (2025) studied this question.
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