scholarly journals Achieving sustainable development goals through Fourth Industrial Revolution: An Indian perspective

2020 ◽  
Vol XI (2) ◽  
pp. 63
Author(s):  
Himani Mishra ◽  
Prateek Maheshwari
Keyword(s):  
Sustainable Development ◽  
Sustainable Development Goals ◽  
Industrial Revolution ◽  
Fourth Industrial Revolution ◽  
Development Goals ◽  
Indian Perspective

scholarly journals Implications of the Fourth Industrial Revolution on sustainable development

2020 ◽  
Vol 4 (2) ◽  
pp. 45-60 ◽  
Author(s):  
Andrija Popović
Keyword(s):  
Sustainable Development ◽  
Industry 4.0 ◽  
Sustainable Development Goals ◽  
Industrial Revolution ◽  
New Technologies ◽  
Comprehensive Overview ◽  
The Sustainable Development ◽  
Agenda 2030 ◽  
Fourth Industrial Revolution ◽  
Development Goals

We are at the cusp of the Fourth Industrial Revolution, and its implications on the society are far-reaching. The purpose of this paper is to give a comprehensive overview of the implications that Industry 4.0 has on the Sustainable Development Goals from the UN Agenda 2030, based on the review and the analysis of the available literature. The paper is structured to give an insight into the basic concepts of Industry 4.0 and Sustainable Development, then moves through the implications of new technologies on the Sustainable Development Goals, and finally, points out the areas that need to be addressed by policymakers. This paper just tapped into the potentials and issues that the Fourth Industrial Revolution brings while leaving the room for in-depth research of any of the analyzed areas.

scholarly journals Socioscientific Issues-based Textbook on the Topic of Sustainable Development Goals to Develop Prospective Teachers’ 21st Century Thinking Skills

2021 ◽  
Vol 9 (2) ◽  
pp. 256-265
Author(s):  
Desti Herawati* ◽  
Rita Istiana
Keyword(s):  
Sustainable Development ◽  
21St Century ◽  
Prospective Teachers ◽  
Sustainable Development Goals ◽  
Industrial Revolution ◽  
Socioscientific Issues ◽  
Thinking Skills ◽  
Expert Assessment ◽  
University Graduates ◽  
Development Goals

The emergence of the 4.0 industrial revolution requires university graduates to have 21st-century thinking skills that can support them to compete globally. However, the low 21st-century thinking skills of prospective teachers in the group of ways of thinking (critical thinking, problem-solving, and decision making) make the learning process should be able to train and develop these thinking skills. One way to train prospective teachers' 21st-century thinking skills is through the textbooks used in lectures. This study aims to develop textbooks based on socioscientific issues on the topic of Sustainable Development Goals (SDGs). This study used the RD research method with ADDIE design which is composed of 5 stages: Analyze, Design, Develop, Implement, and Evaluate. textbooks were applied at the implementation stage by involving second-semester prospective teachers who contract Environmental Knowledge courses. The instruments used in this study included textbook validation sheets and essay tests. The validation results were analyzed using descriptive analysis, while the essay test results were analyzed using SPSS. The results of the study showed that the socioscientific issues-based textbooks on the SDGs topic received a very good expert assessment and had met the standards of the appropriateness of the content, language, graphics, presentation, and socioscientific issues. Prospective teachers' 21st-century thinking skills in the group of the way of thinking  also improved significantly after using socioscientific issues-based textbooks. These indicated that the textbooks which have been developed were effective in practicing the 21st-century thinking skills of prospective teachers.

scholarly journals Artificial Intelligence in the Industry 4.0, and Its Impact on Poverty, Innovation, Infrastructure Development, and the Sustainable Development Goals: Lessons from Emerging Economies?

2021 ◽  
Vol 13 (11) ◽  
pp. 5788
Author(s):  
David Mhlanga
Keyword(s):  
Artificial Intelligence ◽  
Sustainable Development ◽  
Emerging Economies ◽  
Poverty Reduction ◽  
Sustainable Development Goals ◽  
Industrial Revolution ◽  
Infrastructure Development ◽  
The Sustainable Development ◽  
Innovation Infrastructure ◽  
Development Goals

Artificial intelligence in the fourth industrial revolution is beginning to live up to its promises of delivering real value necessitated by the availability of relevant data, computational ability, and algorithms. Therefore, this study sought to investigate the influence of artificial intelligence on the attainment of Sustainable Development Goals with a direct focus on poverty reduction, goal one, industry, innovation, and infrastructure development goal 9, in emerging economies. Using content analysis, the result pointed to the fact that artificial intelligence has a strong influence on the attainment of Sustainable Development Goals particularly on poverty reduction, improvement of the certainty and reliability of infrastructure like transport making economic growth and development possible in emerging economies. The results revealed that Artificial intelligence is making poverty reduction possible through improving the collection of poverty-related data through poverty maps, revolutionizing agriculture education and the finance sector through financial inclusion. The study also discovered that AI is also assisting a lot in education, and the financial sector allowing the previously excluded individuals to be able to participate in the mainstream economy. Therefore, it is important that governments in emerging economies need to invest more in the use of AI and increase the research related to it so that the Sustainable Development Goals (SDGs) related to innovation, infrastructure development, poverty reduction are attained.

scholarly journals APLIKASI “PENGENALAN BUAH DAN BINATANG” BERBASIS AUGMENTED REALITY SEBAGAI MEDIA PEMBELAJARAN PADA PENDIDIKAN ANAK USIA DINI

2021 ◽  
Vol 6 (1) ◽  
pp. 8-14
Author(s):  
Noer Azizah Rosita Dewi Suwoto
Keyword(s):  
Sustainable Development ◽  
Early Childhood ◽  
Early Childhood Education ◽  
Augmented Reality ◽  
Sustainable Development Goals ◽  
Industrial Revolution ◽  
Quality Of Education ◽  
Childhood Education ◽  
Development Goals

Sustainable Development Goals (SDGs) is a continuation of the Melenial Development Goals (MDGs) as joint development ambitions in the period of 2015 to 2030. Sustainable Development Goals (SDGs) have 17 development goals with 169 targets, one of which is to ensure the quality of education inclusive and equitable for all levels. Quality education in this case is intended to ensure that all children, both girls and boys, can complete quality basic education and lead to relevant and effective education.Improving the quality of education carried out by the government aims to prepare alpha generations so that they can compete with other countries in the future. The preparation starts from early childhood education which is taken by children aged 0-6 years who tend to think in a concrete way. The need for learning media to explain something abstract and can be understood by early childhood. Therefore interesting media is highly recommended as an alternative in learning. However, in the era of the industrial revolution 4.0 has not been optimally entered into all fields including education. In this decade there emerged technological development innovations that could be used in education, especially for the Early Childhood Education. Augmented Reality is a technology that has been developed by Programmers to improve the quality of Indonesian education. Seeing the problems and opportunities that are being experienced by the development of education in Indonesia, through the technology of Augmented Reality developed an application called the Pengenalan Buah dan Binatang that can be used as a medium of learning that involves and trains the senses in early childhood. According to research conducted by the British Audio Visual Association shows that 75% of people obtain information from visual, 13% from hearing audio, 6% from touch and touch, and 6% from kiss/tongue. It also needs support and cooperation between children, parents and the community to foster cooperation in the face of the Industrial Revolution 4.0 era.

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