Determination of Classroom Teachers’ Conceptual Knowledge Levels and Attitudes Towards Education 4.0

This study aims to investigate the conceptual knowledge levels and attitudes of classroom teachers toward Education 4.0 in the context of primary education in Hatay, Türkiye. The research sample comprised 419 classroom teachers employed in primary schools in the central districts of Hatay, Türkiye, selected using a simple random sampling technique. A quantitative research design employing a survey model was used. The “Education 4.0 Conceptual Knowledge Level and Attitude Scale” served as the data collection tool. Exploratory and confirmatory factor analyses were performed, confirming the validity and reliability of the scales. The Education 4.0 Conceptual Knowledge Level Scale comprised a single dimension with 23 items, while the Education 4.0 Attitude Scale included six dimensions with 35 items. Data were analyzed using the SPSS 24 package through independent samples t-tests, one-way ANOVA, and correlation analyses. The findings revealed that teachers’ conceptual knowledge levels regarding Education 4.0 were moderately sufficient, while their attitudes were generally at a high level. These results indicate that although teachers have positive perceptions of Education 4.0, further efforts are needed to enhance their conceptual understanding and technological readiness in educational contexts.