Determination of Classroom Teachers' Conceptual Knowledge Levels and Attitudes towards Education 4.0
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| Title: | Determination of Classroom Teachers' Conceptual Knowledge Levels and Attitudes towards Education 4.0 |
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| Language: | English |
| Authors: | Zübeyde Yaras (ORCID |
| Source: | Research on Education and Media. 2025 17(2):24-37. |
| Availability: | Paradigm Publishing Services, a company of De Gruyter Poland. Nowogrodzka 4/3, 00-513 Warsaw, Poland. Tel: +48-22-245-3355; e-mail: contact@pps.pub; Web site: https://paradigmpublishingservices.com/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Teachers, Teacher Attitudes, Educational Attitudes, Knowledge Level, Technological Advancement, Teacher Student Relationship, Holistic Approach, Pedagogical Content Knowledge, Teacher Characteristics, Sex, Age, Educational Background, Teaching Experience, Correlation |
| Geographic Terms: | Turkey |
| DOI: | 10.2478/rem-2025-0010 |
| ISSN: | 2037-0830 2037-0849 |
| Abstract: | This study aims to investigate the conceptual knowledge levels and attitudes of classroom teachers toward Education 4.0 in the context of primary education in Hatay, Türkiye. The research sample comprised 419 classroom teachers employed in primary schools in the central districts of Hatay, Türkiye, selected using a simple random sampling technique. A quantitative research design employing a survey model was used. The "Education 4.0 Conceptual Knowledge Level and Attitude Scale" served as the data collection tool. Exploratory and confirmatory factor analyses were performed, confirming the validity and reliability of the scales. The Education 4.0 Conceptual Knowledge Level Scale comprised a single dimension with 23 items, while the Education 4.0 Attitude Scale included six dimensions with 35 items. Data were analyzed using the SPSS 24 package through independent samples t-tests, one-way ANOVA, and correlation analyses. The findings revealed that teachers' conceptual knowledge levels regarding Education 4.0 were moderately sufficient, while their attitudes were generally at a high level. These results indicate that although teachers have positive perceptions of Education 4.0, further efforts are needed to enhance their conceptual understanding and technological readiness in educational contexts. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://reference-global.com/article/10.2478/rem-2025-0010 |
| Accession Number: | EJ1493196 |
| Database: | ERIC |
| Abstract: | This study aims to investigate the conceptual knowledge levels and attitudes of classroom teachers toward Education 4.0 in the context of primary education in Hatay, Türkiye. The research sample comprised 419 classroom teachers employed in primary schools in the central districts of Hatay, Türkiye, selected using a simple random sampling technique. A quantitative research design employing a survey model was used. The "Education 4.0 Conceptual Knowledge Level and Attitude Scale" served as the data collection tool. Exploratory and confirmatory factor analyses were performed, confirming the validity and reliability of the scales. The Education 4.0 Conceptual Knowledge Level Scale comprised a single dimension with 23 items, while the Education 4.0 Attitude Scale included six dimensions with 35 items. Data were analyzed using the SPSS 24 package through independent samples t-tests, one-way ANOVA, and correlation analyses. The findings revealed that teachers' conceptual knowledge levels regarding Education 4.0 were moderately sufficient, while their attitudes were generally at a high level. These results indicate that although teachers have positive perceptions of Education 4.0, further efforts are needed to enhance their conceptual understanding and technological readiness in educational contexts. |
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| ISSN: | 2037-0830 2037-0849 |
| DOI: | 10.2478/rem-2025-0010 |
