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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
Language: English
Authors: Zübeyde Yaras (ORCID 0000-0001-6510-2655), Merve Içli, Mehmet Turan (ORCID 0000-0002-7465-7625)
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
FullText Text:
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  Data: Determination of Classroom Teachers' Conceptual Knowledge Levels and Attitudes towards Education 4.0
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Zübeyde+Yaras%22">Zübeyde Yaras</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6510-2655">0000-0001-6510-2655</externalLink>)<br /><searchLink fieldCode="AR" term="%22Merve+Içli%22">Merve Içli</searchLink><br /><searchLink fieldCode="AR" term="%22Mehmet+Turan%22">Mehmet Turan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7465-7625">0000-0002-7465-7625</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Research+on+Education+and+Media%22"><i>Research on Education and Media</i></searchLink>. 2025 17(2):24-37.
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  Data: 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/
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  Data: Y
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  Data: 14
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Teachers%22">Elementary School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attitudes%22">Educational Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Advancement%22">Technological Advancement</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Holistic+Approach%22">Holistic Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Sex%22">Sex</searchLink><br /><searchLink fieldCode="DE" term="%22Age%22">Age</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Background%22">Educational Background</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Experience%22">Teaching Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
– Name: DOI
  Label: DOI
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  Data: 10.2478/rem-2025-0010
– Name: ISSN
  Label: ISSN
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  Data: 2037-0830<br />2037-0849
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: As Provided
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  Data: 2026
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  Label: Access URL
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  Data: <link linkTarget="URL" linkTerm="https://reference-global.com/article/10.2478/rem-2025-0010" linkWindow="_blank">https://reference-global.com/article/10.2478/rem-2025-0010</link>
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        Value: 10.2478/rem-2025-0010
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 24
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Elementary School Teachers
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Educational Attitudes
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      – SubjectFull: Knowledge Level
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      – SubjectFull: Technological Advancement
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Holistic Approach
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      – SubjectFull: Pedagogical Content Knowledge
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      – SubjectFull: Teacher Characteristics
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      – SubjectFull: Sex
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      – SubjectFull: Age
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      – SubjectFull: Educational Background
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      – SubjectFull: Teaching Experience
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      – SubjectFull: Correlation
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      – SubjectFull: Turkey
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      – TitleFull: Determination of Classroom Teachers' Conceptual Knowledge Levels and Attitudes towards Education 4.0
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              Y: 2025
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              Value: 2037-0849
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