Industry 4.0 is the recent topic of interest among the academicians and the society at large since it is considered as the latest era of digitalization. This era demands changes in the contents of education in general. Across disciplines, new emphasis is required on certain skills and new contents have to be added to meet changing demands. However, research on the alignment of pedagogy institutions, Industrial Revolution 4.0 is still scarce. Therefore, to fulfil this gap, this study was conducted specifically to explore teaching preferences and perceptions, as well as perceived challenges among academicians in a specific discipline, which is Tourism and Hospitality in the face of Industry 4.0. Twelve respondents were interviewed and guided by in-depth semi-structured interview questions. The transcription of the interview was analysed using a thematic analysis. Six themes surfaced through the analysis. The findings disclose that the academicians prefer conventional and hands-on methods of teaching. Apart from that, the challenges faced by the academicians in teaching the Tourism and Hospitality students towards Industry 4.0 include the lack of facilities and limited Internet accessibility. In addition, the study found that those teaching the Tourism and Hospitality courses perceive that in implementing Higher Education 4.0 in the era of Industrial Revolution 4.0, the use of e-Learning and Immersive Learning is crucial. Findings from this study are beneficial for the policy-makers in the higher institutions since the teaching preferences are highlighted by the Tourism and Hospitality academicians, as well as issues related to the challenges towards Industry 4.0 that they are facing.
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In-Text Citation: (Azmi, Ahmad, Kayat, Abdullah, & Zubir, 2018)
To Cite this Article: Azmi, A., Ahmad, N. C., Kayat, K., Abdullah, D., & Zubir, H. A. (2018). Industry 4.0: Teaching Preferences, Perceptions, and Challenges among Tourism and Hospitality Academicians. International Journal of Academic Research in Business and Social Sciences, 8(15), 350–365.
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