TRANSFORMING QUALITY PHYSICAL SCIENCE EDUCATION TO MEET THE DEMANDS OF THE FOURTH INDUSTRIAL REVOLUTION

Abstract

The Fourth Industrial Revolution (4IR) is reshaping the knowledge, skills, and competencies required for global competitiveness, with profound implications for physical science education. Traditional instructional approaches centered on rote memorization and abstract theoretical knowledge is increasingly inadequate for preparing learners to function effectively in a technology-driven society. This study examines strategies for transforming physical science education to align with 4IR demands, with emphasis on critical thinking, problem-solving, creativity, digital literacy, and interdisciplinary learning. A descriptive survey design was adopted, involving 500 participants comprising physical science lecturers and final-year students from tertiary institutions in eastern Nigeria. Data were collected using a structured questionnaire and analyzed using descriptive statistics and thematic analysis. Findings revealed high awareness of 4IR concepts across the large sample but low practical integration of digital tools such as artificial intelligence, simulations, and virtual laboratories.