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Din, R., Zakaria, M. S., Mastor, K. A. Mastor, Razak, N. A., Embi, M. A., & Ariffin, S. R. (2009). Meaningful Hybrid E-Training Model via POPEYE Orientation. WSEAS International Journal of Education and Information Technologies, 3.

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• TITLE: The Generation Z Readiness for Industrial Revolution 4.0

  AUTHORS: Syuhada Yunos, Rosseni Din

  KEYWORDS: Industrial Revolution 4.0, Knowledge and Willingness, Generation Z, Lifelong Learning Skills

  JOURNAL NAME: Creative Education, Vol.10 No.12, November 29, 2019

  ABSTRACT: The Industrial Revolution 4.0 came after the third industrial revolution based on human resource and labour. Currently, the beginning of the Industrial Revolution 4.0 has changed people’s daily life and work. Generation Z are people who were born after the mid-1990s. They are characterized as a smart consumer for technology and are digital natives that will be joining the workforce. They bring new skillsets, high expectations and a desire to disrupt the industry. This quantitative study was conducted to determine the readiness of Generation Z and their knowledge on the Industrial Revolution 4.0. Data collection was through online Google form distribution using social media platforms such as Whats App to take the opportunity of Generation Z interconnection to cyberspace and their association with frequently using technology. The findings show that the level of knowledge on the present Generation Z towards Industrial Revolution 4.0 is on a low level but their readiness on the arrival of the Industrial Revolution 4.0 is at a high level. The researchers suggest that Generation Z is required to increase their knowledge on the issues and information regarding the Industrial Revolution 4.0 by implementing lifelong learning skills because the concept of lifelong learning is an open learning process that gives people the ability to learn and keep learning which mainly based on self-direction. So, these skills are important to help Generation Z build interest and knowledge for the mainstream.