A Study on the Improvement of University Curriculum for the Era of the Fourth Industrial Revolution

Abstract

Klaus Schwab's declaration of entry into the '4th Industrial Revolution Era' in 2016 is driving the world into rapid changes and shocks. Recently, a new era has opened as the digitalization represented by artificial intelligence(AI) and big data has expanded to all areas. These changes were already expected when the 21st century was defined as a so-called 'knowledge-based society.' A knowledge-based society is one in which the ability to create new knowledge and information based on existing knowledge and information is important. Accordingly, school education seeks to shift to education that fosters talented people suitable for the fourth industrial revolution era. However, criticism is still emerging that universities conduct education with curriculum and educational methods similar to the past. In this context, this study urgently needs to establish a curriculum that can create high value-added 'knowledge' to cultivate talented people with the competencies required by the era of the fourth industrial revolution. Constructivist epistemology was discussed in this context, and a theoretical search was conducted for the basic direction of university curriculum improvement. In conclusion, the university curriculum should actively reflect the changes and demands of the times and society. Particularly, a teaching-learning method based on constructivist epistemology should be applied. In addition, innovative curricula such as interdisciplinary curricula, industry-academia-linked curricula, and curricula for fostering global talents should be improved to foster competitive talent.