Exploring the Incorporation of Fourth Industrial Revolution Skills into Primary School Science Curriculum: Perspectives of Teachers in the Sultanate of Oman

Abstract

Objectives: This study aims to examine the incorporation of Fourth Industrial Revolution skills into the primary school science curriculum (grades 1-4) in the North Batinah Governorate, the Sultanate of Oman. This examination is conducted from the perspective of female primary school teachers who both teach the curriculum and supervise its implementation.

Methods: The study adopts a descriptive approach. To fulfil its objectives, an electronic questionnaire was designed, comprising four domains related to the skills required for the Fourth Industrial Revolution. These domains encompass digital skills, learning and creativity skills, personal skills, and life and functional skills. After verifying its validity and reliability, the questionnaire was administrated to a sample of 143 participants. Data was collected and analyzed using the SPSS program for statistical analysis.

Results: The study findings reveal a low level of incorporation of the needed skills for the Fourth Industrial Revolution, with an overall average of 1.563 across the four domains. Notably, digital skills are the least incorporated, followed by learning and creativity skills, personal skills, and functional skills, respectively. The average across the four domains ranged from 1.527 to 1.595.

Conclusion: The study recommends a reassessment of the primary school science curriculum (grades 1-4), emphasizing its alignment with the demands of the Fourth Industrial Revolution through the inclusion of relevant skills in its objectives. Furthermore, the study highlights the need for training teachers to effectively impart these skills to students.