Use of Digital Technologies in Vocational Education and Their Connection with Industry 5.0
| Authors | |
|---|---|
| Year of publication | 2024 |
| Type | Article in Proceedings |
| Conference | INTED2024 Proceedings |
| MU Faculty or unit | |
| Citation | |
| Doi | http://dx.doi.org/10.21125/inted.2024.2022 |
| Keywords | industry 5.0; vocational education; virtual reality; artificial intelligence; constructivism; connectivism |
| Attached files | |
| Description | With the continued development of society, both from a sociological and an economic point of view, this development has led us to a situation where we refer to the individual stages as the industrial revolution. The newest stage, Industry 5.0, follows on from previous development stages and focuses on increasing work productivity, especially by introducing new technologies into production. However, industry 5.0 is already based more on the cooperation of man with new technologies than on his replacement by these technologies. In this context, until recently, there was discussion about the threat of replacement to people, as workers, from the newly introduced production technology. It was also stated that these tendencies do not relate to the areas of creativity. However, with the introduction of virtual reality and artificial intelligence into the production process and their rapid development recently, this threat perception is moving to almost all areas of production. Vocational education must respond to these challenges, as the mission of vocational education is to prepare future workers for the labour market. Graduating from secondary vocational school represents the end of school preparation for future employment for most of pupils. Thus, vocational education must reflect sharp changes in economic practice. That is why in the text we focus on the identification of developmental changes in connection with the use of new technologies in the production process and at the same time their use in vocational education. We present specific cases of the use of new technologies in the teaching process at selected secondary vocational schools in the Czech Republic, as examples for identifying their potential to develop pupils' competencies. At the same time, we also identify connections with pedagogical concepts that can be used to anchor new technologies in teaching, especially constructivism and connectivism, together with problem-oriented teaching, as tools for the development of pupils' competences. |
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