Determination of teachers' levels of conceptual awareness of industry 4.0 and their perceptions and attitudes towards education 4.0

Industry 4.0 and the smart production approach triggered by advanced technologies have opened the door to a new revolution by bringing about unique changes unlike previous industrial revolutions. The transformative impact of Industry 4.0 at an unpredictable pace and the emerging new opportunities and needs have necessitated change in existing education. This situation has been effective in the emergence of the Education 4.0 paradigm, which is accepted as a modern education system. This new paradigm is expected to respond to the needs and challenges of Industry 4.0 and capitalise on emerging opportunities. In this context, it is important that teachers, who are the pioneers of change, are aware of this change, understand and adopt Education 4.0. The aim of this study is to examine teachers' awareness levels of Industry 4.0 concepts and their perceptions and attitudes towards Education 4.0 in terms of different variables and to determine the relationship between teachers' conseptual Industry 4.0 and their perceptions and attitudes towards Education 4.0. In the study, the relational survey model was used in the descriptive research type from quantitative methods. The research sample consists of 225 teachers working in public schools in Çerkezköy district of Tekirdağ province in the 2021-2022 academic year and selected through convenience sampling. The "Industry 4.0 conceptual awareness scale" developed by Doğan and Baloğlu (2020) and the "Scale for determining teachers' perceptions and attitudes towards Education 4.0" developed by Karaman, Çalışır and Taş (2020) and the personal information form in which demographic data of teachers were collected were used as data collection tools. SPSS 26.0 analysis program was used to analyze the data obtained within the scope of the research. In the analysis of the research data, t-test, ANOVA and Pearson Correlation Coefficient analysis methods were used and the findings obtained were examined within the scope of the literature. In line with the findings obtained, it was determined that teachers' Industry 4.0 conceptual awareness was at a medium level. It was determined that there was a significant difference between teachers' Industry 4.0 conceptual awareness and their gender, branches and school types, but there was no significant difference between their ages. Teachers' perceptions and attitudes towards Education 4.0 were found to be highly positive in terms of the expected benefit from Education 4.0 and the effect of Education 4.0 on teaching and learning. On the other hand, teachers' perceptions and attitudes towards the dimensions of Education 4.0 perception, applicability of Education 4.0 and socialization effect are at medium level. In addition, it was determined that age and branch factors had an effect on the sub-dimensions of teachers' perceptions and attitudes towards Education 4.0, while gender and school type factors had no effect. It was determined that there is a weak and positive and significant relationship between teachers' awareness of Industry 4.0 technology concepts and Education 4.0 perceptions and attitudes towards Education 4.0 in the sub-dimensions of Education 4.0's effect on teaching, learning, applicability and Education 4.0 effect. As a result of the research, suggestions were made for researchers and practice. Keywords: Industry 4.0 awareness, Education 4.0, Technology integration, Teacher, Perception and attitude