Academic Faculty Perceptions of Incorporating Industry 4.0 Technologies in Engineering Higher Education

Abstract

As engineering higher education adapts to the demands of Industry 4.0 (I4.0), Faculty readiness to incorporate disruptive technologies in their classes becomes critical. This study investigates engineering Faculty’s familiarity with I4.0 technologies (I4.0T), perceived importance of their incorporation in engineering education, and intentions to implement them in teaching. A sample of 107 Faculty members from local colleges and universities completed self-report questionnaires, with results analyzed quantitatively. Findings reveal moderate familiarity with I4.0T, low usage levels, and limited self-perceived competence. While half of the Faculty acknowledge the importance of I4.0T incorporation, fewer than one-third feel capable of implementing this incorporation. Approximately three-quarters express little interest or insufficient knowledge to form a relevant opinion. Faculty intentions to incorporate I4.0T are strongly associated with their frequency of use and perceived value. The paper recommends strategies to increase technology use, boost Faculty competence, and support the incorporation of I4.0T into higher education teaching practices.