KNOWLEDGE OF SCHOOL UNIT EDUCATION EXECUTIVES REGARDING THE FOURTH INDUSTRIAL REVOLUTION

Abstract

The Fourth Industrial Revolution (4IR) involves the integration of digital technologies, artificial intelligence, robotics, and other advanced systems into all aspects of society, including education. School principals, as key educational leaders, play a vital role in addressing both the challenges and the opportunities that 4IR presents. Their role is dynamic and continuously evolving as technology advances, making it essential for them to stay up to date with educational and technological developments. This study, part of a broader research project, aimed to explore the level of knowledge that educational executives (Principals, Deputy Principals, and Heads) across Greece possess about the 4IR. It sought to answer two main research questions: (a) To what extent do school leaders understand technologies related to the 4IR? (b) Do demographic factors such as gender, additional qualifications, or school level affect this knowledge? The study adopted a quantitative research method, using a structured questionnaire created via Google Forms. The questionnaire was distributed via email to public school directorates, including Kindergartens, Elementary Schools, Junior High Schools, and High Schools across Greece. It consisted of two parts: the first collected demographic information (gender, age, school level, years of service, and role), while the second assessed knowledge of 4IR technologies through thirteen statements rated on a four-point Likert scale (1 = Not at all, 4 = To a very great extent). Data collection took place between October and mid-November 2023, with 886 school leaders ultimately participating. In terms of demographics, 55.5% of respondents were women, 58.7% were aged 51–60, and 65.5% held postgraduate degrees. Participants included 25.1% Heads of Kindergartens, 37.2% Principals/Deputy Principals/Heads of Elementary Schools, and 37.7% Principals of Junior High and High Schools (Lyceums). Regarding 4IR knowledge, participants exhibited limited understanding of emerging technologies such as Artificial Intelligence, the Internet of Things, Augmented Reality, Big Data, and Blockchain (mean scores between 1.51 and 2.28). In contrast, they demonstrated greater familiarity with more commonly used tools and platforms, including Information and Communication Technology, Social Media, and Smart Boards (mean scores between 2.64 and 3.09). This suggests a disparity between exposure to foundational digital tools and comprehension of more advanced 4IR innovations. Statistically significant differences emerged based on demographics: men had more knowledge than women; individuals with higher educational qualifications (second degree, Master’s, or Doctorate) scored higher; and Heads of Kindergartens were less knowledgeable than Principals of Higher School levels. Additionally, school leaders with more years of service (11–20 years) had a better understanding of 4IR technologies than those with fewer years of experience. The findings suggest a need for targeted training and professional development in 4IR technologies for educational leaders, with an emphasis on strengthening educational leadership to meet the challenges of this new era.

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