Abstract:

Digital disruptions are transformations that occur when new digital technologies and business models offer some enhancements to the existing goods and services. It is caused by advancement of technology and development, which allows new business models to be established at an ever-increasing rate and with rapidly declining costs. Example of this rapid transformation is the fourth industrial revolution which is preceded by agricultural mechanization, industrial mass production, and automated production. Therefore, it has been argued that to be in alignment with this industrial revolution, is important to approach these changes by encouraging innovation and development globally through highly skilled educators, particularly in the United Kingdom. Therefore, this study seeks to examine if the current teaching pedagogy and the existing curriculum have been adapted to the dynamics of the 4th industrial revolution and forthcoming 5th industrial revolution in Colleges of Technology across the United Kingdom. The outcome of this study is expected to bridge the gap between the industry and classroom teachings such that would ensure that sustainable technological innovations are produced.

Problem Background and Objective:
Computational systems are becoming self-reliant and paving way for new approach to doing things. Computational systems are becoming self-reliant and paving way for new approach to doing things. Business processes are increasingly disrupted and automated owing to availability of robots. This disruption was precipitated by the upsurge of technological advancement brought about by 4th industrial revolutions (industry 4.0). Thus, fourth industrial revolution is marked by the creation of intelligent industries which ensure that modern technologies such as cyberphysical systems (described as a system whereby a mechanism is controlled or monitored by computer-based algorithms), IoT (Internet of Things), data analytics, cloud computing, augmented reality systems, cybersecurity, additive manufacturing, 3D printing and artificial intelligence are integrated. Nevertheless, in a study conducted in Australia, Everingham, McLean et al. (2018) stressed that “there is an impulsive connection between industry knowledge and teaching method in vocational education and training (VET)”. Vocational education is seen as the driver of innovation and development and having lecturers/teachers with deep vocational and industrial knowledge are precondition to having a teaching currency that is in line with dynamics of industry currency. Therefore, in order to maintain and develop a feasible teaching currency, it was suggested that a space for research that is in line with industry practice is vital (Everingham, McLean et al. 2018). Therefore, this systematic review seeks to examine if the teaching currency in Britain’s Colleges of Technology meet the requirements of the 4th Industrial Revolution since education is seen as the driver of innovation and development. The outcome of this study is expected to augment the governmental efforts towards ensuring that the wide gap between the ongoing dynamic revolutions in the industries and classroom are bridged such that would ensure that sustainable technological innovations are produced.

Method:
This study applied a method of systematic literature review.

Outcome:
Findings were able to support the Research objective and recommendations for current and future studies provided.

Keywords:

Teaching Currency, Cyber Physical Systems, 4th Industrial Revolution, Education.