Industry 4.0 and 5.0, Literacy 4.0, Education 4.0, and Society 5.0: The Future is Here

Image credit: Microsoft Stock Images

By Lilian H. Hill

Industry 4.0, Literacy 4.0, Education 4.0, and Society 5.0 are interrelated concepts, all depicting changes in industry, literacy, education, and society. The nomenclature is reminiscent of technology version updates.

Industry 4.0 is based on the idea that we are experiencing a fourth industrial revolution fundamentally altering how we live, work, and relate to one another. The first industrial revolution was based on steam power, the second on electricity, the third on automated production and digital technologies, and the fourth on a “fusion of technologies that is blurring the lines between the physical, digital, and biological spheres” (Schwab, 2015, p. 8). Technological inventions will prompt profound shifts in how business is conducted, change ways people communicate, and reshape how government, education, healthcare, and transportation operate. Schwab (2015) commented that the changes are “historic in their size, speed, and scope” (p. 2). Improved automation, artificial intelligence (AI), and continued technological improvements will have a pervasive influence on workers, businesses, and society. Industry 4.0, also known as 4IR, is characterized as the manufacturing technology transforming global business practices. de Boer et al. (2022)  identified four foundational types of disruptive technologies:

1.  connectivity, data, and computational power: cloud technology, the Internet, blockchain, sensors.

2.  analytics and intelligence: advanced analytics, machine learning, artificial intelligence. 

3.  human–machine interaction: virtual reality (VR) and augmented reality (AR), robotics and automation, autonomous guided vehicles.

4.  advanced engineering: additive manufacturing (such as, 3-D printing), renewable energy, nanoparticles. (para. 4)

Industry 5.0 will shift the focus from economic value to a focus on societal value and shift the focus from welfare to well-being. Kraaijenbrink (2022) indicates that it has three core values: human-centric, resilient, and sustainable. It is congruent with Society 5.0, which is discussed later. 

 

Literacy 4.0 reflects the evolving nature of literacy in the context of Industry 4.0. Work has become more digitized and globally interconnected, meaning literacy practices are undergoing significant transformations. Farrell (2019) conceptualizes Literacy 4.0 as a “core social technology of work that is changing as rapidly and radically as the digital technologies that are reshaping work, workers and working” (para. 8). In addition to traditional literacy skills, Literacy 4.0 encompasses a range of skills and competencies required to navigate the complexities of the fourth industrial revolution. Its development ensures individuals can thrive in the rapidly changing technological landscape that defines our current and future societies. Effective participation in work means engaging with advanced technologies such as artificial intelligence (AI), robotics, the Internet of Things (IoT), the Internet of Services (IoS), quantum computing, and biotechnology.

Literacy 4.0 competencies include digital literacy, data literacy, information literacy, media literacy, visual literacy, and technological literacy. However, mastering technological skills is only part of what individuals need to adapt to Industry 4.0. Other necessary competencies include critical thinking, problem-solving, collaboration and communication, ethics and responsible use, and lifelong learning. To thrive in the Fourth Industrial Revolution, individuals must ensure their employability through upskilling and reskilling. Upskilling means learning new skills as the requirements of their current position evolve. Reskilling refers to retraining that will enable individuals to fill different types of positions with their current or a new employer. Literacy 4.0 competencies are vital for individuals to thrive in the rapidly evolving digital world, ensuring they can adapt to new job requirements, engage in lifelong learning, and participate fully in society.

Education 4.0 is viewed as crucial for developing skills to meet the demands of Industry 4.0. Education systems around the world are increasingly recognizing the importance of equipping students with Literacy 4.0 skills to prepare them for the future. Education 4.0 aims to teach competencies needed for the workplace, including mastering information and communication technologies, cross-cultural communication, innovation management, organizational learning, software and interface management, simulation systems, employee skill development, and creativity.

The challenges and opportunities presented by Industry 4.0 necessitate reevaluating educational models to ensure they equip students with the skills needed for future success. This involves integrating 21st-century skills frameworks into education systems, focusing on character, meta-learning, and the application of active learning strategies. Such approaches aim to develop competencies that enable individuals to solve complex problems and address social needs effectively​. Updating educational systems will mean incorporating new technologies, curriculum reorganization, and professional development (González-Pérez & Ramírez-Montoya, 2022). This will involve creating responsive educational models that ensure inclusive, equitable, and quality education while promoting lifelong learning opportunities for all. The goal is to develop future skills through 21st-century skills frameworks, incorporating components of Education 4.0 that are largely oriented toward students but also need to address the needs of adults​​.

Society 5.0 envisages a "super-smart" society in which technology and AI play a central role, a concept that emphasizes the need for Literacy 4.0. and Education 4.0. This future society will require new forms of literacy that enable humans to communicate with each other and with technology and AI, necessitating skills in understanding technological principles, developing solutions, and collaborating effectively​​. The concept was introduced by Japan in 2016. Fukuyama (2018) explained that the goal of Society 5.0 is to create a human-centric society in which both economic development and the resolution of societal challenges are achieved, and people can enjoy a high quality of life that is fully active and comfortable. It is a society that will attend in detail to the various needs of people, regardless of region, age, sex, and language, by providing necessary items and services. The key to its realization is the fusion of cyberspace and the real world (physical space) to generate quality data and, from there, create new values and solutions to resolve challenges (p. 48).

Aberšek and Aberšek (2020) suggest that given human beings limited memory capacity and processing power compared to current technologies, the society of the future will be increasingly reliant on technology and artificial intelligence. Therefore, it will be vital for humans to understand technologies and artificial intelligence, communicate with one another, and effectively interface with technology and artificial intelligence.

Conclusion

I am of the generation when digital technologies were first introduced in the workplace. My first job required using punch cards for data entry and the computer took up a large office. Next, I learned word processing on a mainframe computer, then transferred that knowledge to a personal computer, using WordPerfect and then Microsoft Word. Now, more computing power is available in a smartwatch than in early mainframe computers. These changes occurred over decades, and there was adequate time to learn. In the future, technological innovations are occurring much more rapidly and require individuals to use advanced learning skills and educators to use adaptive pedagogical skills. Generative AI can address the global skills gap and make training more accessible to people through natural language commands. Adult learners and educators must engage with AI tools so that individuals, educational systems, and society adapt and thrive.

References

Aberšek and Aberšek, B. (2020). Society 5.0 and Literacy 4.0 for the 21^st century. Nova Publishers. https://doi.org/10.52305/ZJBJ8012

 de Boer, E., Ellingrud, K., Richter, G., & Swan, D. (2022, August 17). What are Industry 4.0, the Fourth Industrial Revolution, and 4IR? Retrieved from https://www.mckinsey.com/featured-insights/mckinsey-explainers/what-are-industry-4-0-the-fourth-industrial-revolution-and-4ir#/  

Farrell,  (2019). Workplace Literacy in the Fourth Industrial Revolution: The Literacy 4.0 Project. The University of Melbourne. Retrieved https://education.unimelb.edu.au/research/projects/workplace-literacy-in-the-fourth-industrial-revolution-the-literacy-4.0-project 

Fukuyama, M. (2018). Society 5.0: Aiming for a new human-centered society. Japan Spotlight. Retrieved soc_5.020200227-84216-1291i85-libre.pdf  

González-Pérez LI, Ramírez-Montoya MS. Components of Education 4.0 in 21st century skills frameworks: Systematic review. Sustainability, 2022, 14(3):1493. https://doi.org/10.3390/su14031493 

Kraaijenbrink, J. (2022, May 24). What Is Industry 5.0 And How It Will Radically Change Your Business Strategy? Forbes. Retrieved https://www.forbes.com/sites/jeroenkraaijenbrink/2022/05/24/what-is-industry-50-and-how-it-will-radically-change-your-business-strategy/?sh=571c085620bd  

Schwab, K. (2015). The Fourth Industrial Revolution. World Economic Forum.

 

 

 

Digital Health Literacy Access and Skills

 

Image credit: Pexels, Telehealth

By Lilian H. Hill, PhD

Health literacy and digital health literacy are related but distinct ideas. This blog post is part of our series on different forms of literacy in which we provide definitions of health literacy, digital health literacy, and eHealth literacy. 

Health Literacy

To understand digital health literacy, a definition of health literacy is needed. In Healthy People 2030 (2023), the U.S. Department of Health and Human Services (HHS) provided an updated definition of health literacy that has two components: personal health literacy and organizational health literacy:

• Personal health literacy is the degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others.
• Organizational health literacy is the degree to which organizations equitably enable individuals to find, understand, and use information and services to inform health-related decisions and actions for themselves and others. (para. 3)

Begun in 1980 and occurring decennially, the Healthy People initiative sets priority areas to improve population health, provides implementation tools, and tracks progress. This updated definition acknowledges the responsibilities of health providers and systems to communicate effectively with patients of varying identities, language skills, and literacy levels. Older definitions only included reference to personal health literacy skills, burdening patients. 

Digital Health Literacy

Digital health literacy refers to accessing health information online and navigating and using digital or electronic health information and patient resources. It includes electronic patient portals, technology for telehealth visits, and using computers and mobile devices to access medical information and interact with healthcare teams.

The World Health Organization defines electronic health (eHealth) services as the cost-effective and secure use of information communication technologies to support health. Examples include electronic communication between patients and providers, electronic medical records, patient portals, and digital personal health records. A category of eHealth is mobile health (mHealth), including phones, tablets, and computers to use applications (apps), wearable monitoring devices, and texting services. The Centers for Disease Control and Prevention (CDC) defines eHealth literacy as the ability to evaluate health information from electronic sources and apply the knowledge gained to addressing or solving a health problem (CDC).

Digital health literacy involves skills including: 

• Accessing and using online medical scheduling platforms to make appointments.
• Using and navigating electronic health records and patient portals.
• Receiving text message reminders from healthcare providers.
• Receiving digital health information instead of handouts (for example, information about medication instructions for medication adherence).
• Obtaining results of medical or diagnostic tests online.
• Searching for and evaluating online health information. (Rural Health Information Hub, n.d.).
• Comparing options and enrolling in a health insurance plan on a government website.
• Searching online for healthy recipes to prepare for a family member with health conditions such as hypertension or diabetes.

Unfortunately, these skills depend on computer and mobile device access, digital tools experience, and a robust broadband network. For example, people with limited income and live in remote rural areas need help accessing broadband. Estimates of people lacking access range between 21 to 162 million (Stauffer et al., 2020). The U.S. government announced investing over 40 billion dollars to extend broadband access to all Americans (The White House, 2023). Access depends on having a data plan with broadband access, yet 40% of low-income households are not subscribed to any data plans. Relying on limited cell phone data or public Wi-Fi spots has limitations, including interruptions and a lack of security and privacy (Sieck, 2021). 

Many healthcare organizations have invested heavily in digital resources to support patient healthcare. Research indicates these tools “can foster greater patient engagement, better support for patients outside of the clinic visit, and can improve health outcomes” (Sieck, 2021, p. 1).

Digital health literacy has become so important to healthcare that it is now included as one of the social determinants of health, the conditions in the environments where people live, learn, work, and play that influence human health, functioning, and quality of life (Sieck et al., 2021). Other elements include: 

• safe housing, transportation, and neighborhoods;
• racism, discrimination, and violence;
• education, job opportunities, and income;
• access to nutritious foods and physical activity opportunities;
• polluted air and water; and 
• language and literacy skills (USHHS, 2023). 

As clinical care delivery is quickly being integrated with digital technologies, Sieck et al. (2021) recommend that healthcare organizations adopt digital inclusive strategies, including assessing patient literacy and access and partnering with community organizations to facilitate digital skills training and connectivity. 

References

• Improving Digital Health Literacy. Rural Health Information Hub. Retrieved from https://www.ruralhealthinfo.org/toolkits/health-literacy/2/digital-literacy 
• USHHS (2023, July 26). Healthy People 2030. Retrieved from https://health.gov/our-work/national-health-initiatives/healthy-people/healthy-people-2030 
• Sieck, C. J., Sheon, Amy, Ancker, J. S., Castek, J., Callahan, B. & Siefer, A. (2021). Digital inclusion as a social determinant of health. npj Digital Medicine 4, 52.; https://doi.org/10.1038/s41746-021-00413-8 
• Stauffer, A., de Wit, K., Read, A., & Kitson, D. ((2020). How States Are expanding broadband access: New research identifies tactics for connecting unserved communities. Pew Charitable Trust. Retrieved from https://www.pewtrusts.org/-/media/assets/2020/03/broadband_report0320_final.pdf 
• U.S. White House (2023, February 26). Biden-⁠Harris Administration Announces Over $40 Billion to Connect Everyone in America to Affordable, Reliable, High-Speed Internet. Retrieved from https://www.whitehouse.gov/briefing-room/statements-releases/2023/06/26/fact-sheet-biden-harris-administration-announces-over-40-billion-to-connect-everyone-in-america-to-affordable-reliable-high-speed-internet/ 

Digital Citizenship: Meaning, Practices, and Examples

 

With all the responsibilities of adult life, you may be distressed to learn there is another type of citizenship that is currently under discussion. With all the great things the internet makes possible, there are dangers. Therefore, there are practices we must learn to use the internet responsibly. In this podcast episode, Lilian Hill explores digital citizenship– its meaning, practices, and examples. Listen to the episode and join the online forum.

 

Listen to the Podcast

 

 

Information Literacy Episode 16 Transcript

References

Ellipsis Education (n.d.) How to be a good digital citizen. Retrieved https://ellipsiseducation.com/good-digital-citizen

Terrell (2021, December 13). The definition of digital citizenship. Retrieved https://www.teachthought.com/the-future-of-learning/definition-digital-citizenship/