TITLE:
ICT Awareness among Mathematics Lecturers in Malaysian Higher Education: Evidence from Kuala Lumpur
AUTHORS:
Aida Idawati Md Mor
KEYWORDS:
ICT Awareness, Mathematics Lecturers, Higher Education, Industry 4.0, Digital Transformation, Professional Development, Malaysia
JOURNAL NAME:
Open Journal of Social Sciences,
Vol.14 No.9,
September
16,
2026
ABSTRACT: The rapid integration of information and communication technology (ICT) has transformed higher education and increased expectations for academic staff to understand and respond to technological change. This issue is particularly relevant in the context of Industry 4.0 (IR4.0), where universities are expected to prepare graduates and educators for increasingly technology-oriented environments. This study examines the level and pattern of ICT awareness among mathematics lecturers in Malaysian higher education, focusing on lecturers in Kuala Lumpur. A quantitative descriptive design was used. Data were collected fully online in 2022 from 121 mathematics lecturers using a questionnaire adapted from Sidin, Alias and Tahir (2020), with 14 indicators originally grouped under lecturer ICT awareness. Because the indicators include awareness-related perceptions as well as self-reported skills, technology use, professional learning and course participation, they are interpreted in this study as a broader indicator of self-reported ICT/IR4.0 awareness and readiness. The 14-item measure demonstrated strong internal consistency in the pilot study (Cronbach’s alpha = .930). Descriptive statistics, including frequencies, percentages, means and standard deviations, were used. The overall self-reported ICT/IR4.0 awareness and readiness score was moderate (M = 3.72, SD = 0.47). The strongest indicator was optimism towards teaching and learning in the IR4.0 era (M = 4.15, SD = 0.61), followed by responsibility for learning about IR4.0 developments (M = 4.10, SD = 0.65). The lowest-rated indicator was regular attendance at IR4.0-related courses (M = 3.32, SD = 0.88). The findings show a descriptive difference between positive orientation towards technological transformation and reported participation in formal professional development. The study contributes context-specific evidence from Malaysian higher education and suggests that digital transformation requires sustained, discipline-sensitive professional development alongside technological infrastructure.