全部 标题 作者
关键词 摘要

OALib Journal期刊
ISSN: 2333-9721
费用:99美元

查看量下载量

相关文章

更多...

A Proposed Model of a Future University in the Era of the Artificial Intelligence Transformative Society: From Why to How

DOI: 10.4236/ce.2022.133069, PP. 1098-1119

Keywords: Transformative Society, Traditional University, Future University, New Teaching Curricula, Sustainability, Competency-Based Teaching, Soft Skills, Coop-Programs, In-Field Learning, Cross-Culture Tolerance, Interdisciplinary Curricula and Research

Full-Text   Cite this paper   Add to My Lib

Abstract:

This paper is an attempt to circumscribe briefly the evolution and the revolution of the Global Society in which we live (usually called the Transformative Society) that embedded a huge change in technologies, digitalization, and knowledge-based economy. We need to develop future oriented curricula for “a new university paradigm” that adjust dynamically with the needs of the society and the employers to make the students straightforwardly ready from an output of the new model of university to a swift productive input for the employers. This will help the economy to be more competitive and improve the wellbeing of the Citizens in terms of health and better quality of life. While a traditional University sells degrees, the New Model of University we are offering sells skills for students and prospective employees who want to be life learners equipped with the cutting edge technologies and knowhow. We will use coop programs, in-field learning, and international internships to exchange with worldwide student through a wealth of network.

References

[1]  Aithal, P. S., & Suresh, P. M. (2015). Enhancement of Graduate Attributes in Higher Education Institutions through Stage Models. International Journal of Research in Business Management, 3, 121-130.
[2]  Al Zahrani, M., & Ismaiel, N. M. (2018). The Effectiveness of a Proposed Program to Develop Meta-Learning Awareness and Its Effect on the Writing Achievement of Saudi EFL Students at Taif University. Revista Quid, 1, 2732-2748.
[3]  Al-bakr, F., Bruce, E. R., Davidson, P. M., Schlaffer, E., & Kropiunigg, U. (2017). Empowered But Not Equal: Challenging the Traditional Gender Roles as Seen by University Students in Saudi Arabia. FIRE: Forum for International Research in Education, 4, Article 3.
https://doi.org/10.18275/fire201704011083
[4]  Alhaisoni, E. (2012). Language Learning Strategy Use of Saudi EFL Students in an Intensive English Learning Context. Asian Social Science, 8, 115-127.
https://doi.org/10.5539/ass.v8n13p115
[5]  Alnahdi, G. H. (2014). Educational Change in Saudi Arabia. Journal of International Education Research, 10, 1-6.
https://doi.org/10.19030/jier.v10i1.8342
[6]  Alrabai, F. (2016). Factors Underlying Low Achievement of Saudi EFL Learners. International Journal of English Linguistics, 6, 21-37.
https://doi.org/10.5539/ijel.v6n3p21
[7]  Freer, C. (2017). Concerts, Cinemas and Comics in the Kingdom: Revising the Social Contract after Saudi Vision 2030. Middle East Centre Blog.
[8]  Gazette, S. (2016). Full Text of Saudi Arabia’s Vision 2030. Saudi Gazette.
[9]  Gosselin, D., Burian, S., Lutz, T., & Maxson, J. (2016). Integrating Geoscience into Undergraduate Education about Environment, Society, and Sustainability Using Place-Based Learning: Three Examples. Journal of Environmental Studies and Sciences, 6, 531-540.
https://doi.org/10.1007/s13412-015-0238-8
[10]  Hallinger, P. (2010). Making Education Reform Happen: Is there an “Asian” Way? School Leadership and Management, 1, 401-418.
https://doi.org/10.1080/13632434.2010.502524
[11]  Investment J. (2016). Saudi Vision 2030. Jadwa.
[12]  Kinninmont, J. (2017). Vision 2030 and Saudi Arabia’s Social Contract: Austerity and Transformation. Chatham House.
[13]  Malakolunthu, S. (2007). Education Reform Implementation in Malaysian Schools: Challenges for Principals.
[14]  Ouda, O. K., Raza, S. A., Nizami, A. S., Rehan, M., Al-Waked, R., & Korres, N. E. (2016). Waste to Energy Potential: A Case Study of Saudi Arabia. Renewable and Sustainable Energy Reviews, 61, 328-340.
https://doi.org/10.1016/j.rser.2016.04.005
[15]  Paine, S. L., & Schleicher, A. (2011). What the US Can Learn from the World’s Most Successful Education Reform Efforts. McGraw-Hill Research Foundation.
[16]  Rust, V. D., & Kim, S. (2012). The Global Competition in Higher Education. World Studies in Education, 13, 5-20.
https://doi.org/10.7459/wse/13.1.02
[17]  Tabrizi, S., & Kabirnejat, M. (2017). Smart School: A Comparative Research between Two Islamic Countries: Malaysia and Iran.
[18]  Taleb, Z., & Hassanzadeh, F. (2015). Toward Smart School: A Comparison between Smart School and Traditional School for Mathematics Learning. Procedia-Social and Behavioral Sciences, 171, 90-95.
https://doi.org/10.1016/j.sbspro.2015.01.093
[19]  Tan, C. (2015). Education Policy Borrowing and Cultural Scripts for Teaching in China. Comparative Education, 2, 196-211.
https://doi.org/10.1080/03050068.2014.966485
[20]  Tan, O. S., & Ang, R. P. (2017). Universities, Research, Innovation and Enterprise. In Lee Kuan Yew’s Educational Legacy (pp. 89-102). Springer.
https://doi.org/10.1007/978-981-10-3525-8_8

Full-Text

Contact Us

service@oalib.com

QQ:3279437679

WhatsApp +8615387084133