Innovative Pedagogies in Teaching and Learning: A Strategy for Upskilling and Reskilling Industry-4.0 TVET Workforce

Introduction The emergence of IR4.0 undoubtedly, caused many remodeling in industrial workforce, and TVET education. These alterations are driven by digital innovations, disruptions and transformation. IR4.0 advent has posed skills mismatch challenges in teaching and learning of TVET, labor market requirements especially in the areas of IoT, AI, robotics and others. It’s only innovative pedagogies in teaching and learning that can upskill and reskill IR4.0 TVET workforce.  Objective The study aim is to examine innovative pedagogies in teaching and learning as a strategy for Industry-4.0 (IR4.0) Technical and Vocational Education and Training (TVET) workforce upskilling and reskilling.  Statement of the Problem The composition of employment, nature of tasks carried out at workplaces, and skills requirements in the labor market has changed due to IR4.0 impacts on industrialization, digitization, and AI. Therefore, “how do we respond to this era for quick and smooth transition to IR4.0 skill-equip workforce using TVET system”? The practical option is finding upskilling and reskill strategies for IR4.0 TVET workforce using innovative pedagogies in teaching and learning.  Methodology To achieve this, the study adopted a descriptive research design; Two research questions were raised to guide the study and a total 73 TVET Educators participated in the study. The instrument for data collection was a self-structured questionnaire (URSIR4.0WE); and data collected were analyzed by the researcher using SPSS software V20. A reliability coefficient of 0.89 was established.  Results and Findings The study identified among others, blended TVET distance learning with workplace learning; learning in technology- enhanced classrooms and workshops; on-the-job training supplemented with classroom, and distance and online learning; and fully distance and online learning as innovative pedagogies in teaching and learning that can foster digital IR4.0 skills among TVET workforce.  Conclusion The study summarized that stimulation of professional development of TVET Educators, by strengthening training programs with emphasis on: digital skills on AI, virtual reality and clouds computing; redesigning of TVET curriculum for demand-driven courses for IR4.0; Partnership between government, industry and TVET institutions; long-term strategic teaching plan for ICT integration in TVET system and others are the best strategies for IR4.0 TVET workforce upskilling and reskilling.