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Knowing the students' readiness for the fourth industrial revolution (4IR) is essential to producing competent, knowledgeable and skilled graduates who can contribute to the skilled workforce in the country. This will assist the Higher Education Institutions (HEIs) to ensure that their graduates own skill sets needed to work in the 4IR era. However, studies on students' readiness and preparedness for the 4IR in developing countries such as the Sultanate of Oman are still lacking. Therefore, this study investigates students' readiness level and preparedness for the 4IR. The findings of this study will benefit the HEIs policymakers, administration, faculties, departments, industries and society at large since they will be informed of the student's readiness and preparedness toward industry 4.0.

The authors adopted the measures from the same context as previous studies in this study. The questionnaire was divided into three sections; the first part described the purpose and introduction of the search with the surety to keep the data confidential. The second part consisted of demographical information like gender, education. The last parts consisted of four subsections, question items in these parts are based on the related previous study. Characteristics consisted of 14 items, knowledge consisted of 18 items related to 4IR technologies, Organizational Dimension comprised of four items related to academic programs, curriculum and training. Preparedness contained two items. The participants have rated all the items in 5-Likert scale.

Results from structural equation modeling showed that students' characteristics, knowledge of 4IR technologies and organizational dimensions significantly impact their preparedness for the 4IR. The study also found that organizational dimensions have the highest impact on students' preparedness. Furthermore, the organizational dimension significantly influences students' knowledge of 4IR technology. Moreover, students' characteristics related to 4IR are significantly affected by their knowledge of 4IR technology and organizational dimension. The findings suggest that HEIs are responsible for increasing the adoption of 4IR, and therefore organizational dimensions such as the academic programs, training, technological infrastructure and others are all critical for preparing students for a better future and should be given a priority.

This study has used academic programs and training to measure the organizational dimension. However, other important factors should be considered, such as technological infrastructure and leadership and governance of HEIs. Second, the current research depends on quantitative data, so future research should implement a mixed methodology (questionnaires, depth interviews, document analysis and focus group) to understand the factors affecting students' readiness for 4IR clearly. Finally, although the 4IR has numerous benefits, it also has challenges in its implementation, so future studies should focus on challenges encountered by different stakeholders in implementing 4IR-related technologies.

The curriculum must include mandatory courses related to IT infrastructure design, user experience programming, electronic measurement and control principles, and programming for data science. HEIs should also foster interdisciplinary knowledge by integrating IT, Engineering, Business and Sciences. Furthermore, the HEIs should develop their infrastructure to have smart campuses, labs, classrooms and libraries to make HEIs a space where knowledge can be generated and innovative solutions can be proposed. This entails HEIs offering necessary hardware, software and technical support because if the HEIs improve their technological resources, students will be capable of using 4IR-related technologies effectively.

The advancement of technology has resulted in the emergence of the Fourth Industrial Revolution (4IR), such as artificial intelligence, blockchain, robotics, cloud computing, data science, virtual reality and 3D printing. It is essential to investigate students' readiness for 4IR. However, there is no study as per researchers' knowledge talked about students readiness in HEIs in the Arab world. This study could be a basis for more research on students' perception of the 4IR covering students from various backgrounds and levels.

The purpose of this paper is to propose a system dynamic simulated process model for maintenance work management incorporating the Fourth Industrial Revolution (4IR) technologies.

The extant literature in physical assets maintenance depicts that poor maintenance management is predominantly because of a lack of a clearly defined maintenance work management process model, resulting in poor management of maintenance work. This paper solves this complex phenomenon using a combination of conceptual process modeling and system dynamics simulation incorporating 4IR technologies. A process for maintenance work management and its control actions on scheduled maintenance tasks versus unscheduled maintenance tasks is modeled, replicating real-world scenarios with a digital lens (4IR technologies) for predictive maintenance strategy.

A process for maintenance work management is thus modeled and simulated as a dynamic system. Post-model validation, this study reveals that the real-world maintenance work management process can be replicated using system dynamics modeling. The impact analysis of 4IR technologies on maintenance work management systems reveals that the implementation of 4IR technologies intensifies asset performance with an overall gain of 27.46%, yielding the best maintenance index. This study further reveals that the benefits of 4IR technologies positively impact equipment defect predictability before failure, thereby yielding a predictive maintenance strategy.

The study focused on maintenance work management system without the consideration of other subsystems such as cost of maintenance, production dynamics, and supply chain management.

The maintenance real-world quantitative data is retrieved from two maintenance departments from company A, for a period of 24 months, representing years 2017 and 2018. The maintenance quantitative data retrieved represent six various types of equipment used at underground Mines. The maintenance management qualitative data (Organizational documents) in maintenance management are retrieved from company A and company B. Company A is a global mining industry, and company B is a global manufacturing industry. The reliability of the data used in the model validation have practical implications on how maintenance work management system behaves with the benefit of 4IR technologies' implementation.

This research study yields an overall benefit in asset management, thereby intensifying asset performance. The expected learnings are intended to benefit future research in the physical asset management field of study and most important to the industry practitioners in physical asset management.

This paper provides for a model in which maintenance work and its dynamics is systematically managed. Uncontrollable corrective maintenance work increases the complexity of the overall maintenance work management. The use of a system dynamic model and simulation incorporating 4IR technologies adds value on the maintenance work management effectiveness.

This paper aims to explore the intellectual structure shaping the circular economy (CE) discourse within the built environment in Africa.

The study adopted a bibliometric analysis approach to explore the intellectual structure of CE in the built environment in Africa. The authors collected 31 papers published between 2005 and 2021 from the Scopus database and used VOSviewer for data analysis.

The findings show that there are six clusters shaping the intellectual structure: demolition, material recovery and reuse; waste as a resource; cellulose and agro-based materials; resilience and low-carbon footprint; recycling materials; and the fourth industrial revolution. The two most cited scholars had three publications each, while the top journal was Resources, Conservation and Recycling. The dominant concepts included CE, sustainability, alternative materials, waste management, lifecycle, demolition and climate change. The study concludes that there is low CE research output in Africa, which implies that the concept is either novel or facing resistance.

The data were drawn from one database, Scopus; hence, adoption of alternative databases such as Web of Science, Google Scholar and Dimensions could potentially have yielded a higher number of articles for analysis which potentially would result in different conclusions on the subject understudy.

This study made a significant contribution by articulating the CE intellectual structure in the built environment, identified prominent scholars and academic platforms responsible for promoting circularity in Africa.

The objective of this study is to propose a model for the implementation of a technological platform for participants to develop solutions to problems related to the Fourth Industrial Revolution (4IR) megatrends, and taking advantage of artificial intelligence (AI) to develop their complex thinking through co-creation work.

The development of the model is based on a combination of participatory action research and user-centered design (UCD) methodologies, seeking to ensure that the platform is user-oriented and based on the experiences of the authors. The model itself is structured around the active and transformational learning (ATL) framework.

This study highlights the importance of addressing 4IR megatrends in education to prepare students for a technology-driven world. The proposed model, based on ATL and supported by AI, integrates essential competencies for tackling challenges and generating innovative solutions. The integration of AI into the platform fosters personalized learning, collaboration and reflection and enhances creativity by offering new insights and tools, whereas UCD ensures alignment with user needs and expectations.

This research presents an innovative educational model that combines ATL with AI to foster complex thinking and co-creation of solutions to problems related to 4IR megatrends. Integrating ATL ensures engagement with real-world problems and critical thinking while AI provides personalized content, tutoring, data analysis and creative support. The collaborative platform encourages diverse perspectives and collective intelligence, benefiting other researchers to better conceive learner-centered platforms promoting 21st-century skills and co-creation.

A positive outlook on the impact of Industry 4.0 (I4.0) on sustainability prevails in the literature. However, some studies have highlighted potential areas of concern that have not yet been systematically addressed. The goal of this study is to challenge the assumption of a sustainable Fourth Industrial Revolution by (1) identifying the possible unintended negative impacts of I4.0 technologies on sustainability; (2) highlighting the underlying motivations and potential actions to mitigate such impacts; and (3) developing and evaluating alternative assumptions on the impacts of I4.0 technologies on sustainability.

Building on a problematization approach, a systematic literature review was conducted to develop potential alternative assumptions about the negative impacts of I4.0 on sustainability. Then, a Delphi study was carried out with 43 experts from academia and practice to evaluate the alternative assumptions. Two rounds of data collection were performed until reaching the convergence or stability of the responses.

The results highlight various unintended negative effects on environmental and social aspects that challenge the literature. The reasons behind the high/low probability of occurrence, the severity of each impact in the next five years and corrective actions are also identified. Unintended negative environmental effects are less controversial than social effects and are therefore more likely to generate widely accepted theoretical propositions. Finally, the alternative hypothesis ground is partially accepted by the panel, indicating that the problematization process has effectively opened up new perspectives for analysis.

This study is one of the few to systematically problematize the assumptions of the I4.0 and sustainability literature, generating research propositions that reveal several avenues for future research.

At the beginning of the 21st century, a new class of information workers, the “information have-less” has risen. This class of workers alleviates the influence of information and communication technologies (ICTs) revolution on poverty and unemployment. The purpose of this study is to investigate the presence of this class of workers in Egypt and assess the size and potential growth of this category of workers.

The study clarifies the conceptual framework of the new division of labor, in the information age. The Central Agency for Public Mobilization and Statistics, American Chamber of Commerce in Egypt, Ministry of Communications and Information Technology and Information and Decision Support Center websites provided secondary data for this study. These data are used to assess the size of “the information have less” in Egypt.

The division of work and class, in the 21st century, depends on the level of skills possessed to work with ICTs. So, class and labor nowadays could be divided into self-programmable labor (Innovators). Information have-less labor class, adding value to the economy by learning skills and presenting repetitive work. Generic labor class, who cannot work with ICTs, and work in jobs, that do not need computers or other ICTs. The study has shown that the “information have-less” labor class is present in Egypt since the beginning of the 21st century, in all its categories; entrepreneurism, the service sector and the manufacturing sector. There are approximately 50% of this labor class in the service sector and only 13% of the information have-less works in manufacturing sector despite the great opportunities that Egypt has to expand manufacturing to absorb more employment. The inclusion of information technology (IT), in all domains, has not decreased employment in Western countries but has reallocated information have-less employment toward the service sector, and there would probably be the same effect in Egypt.

The study highlights the need for Egyptian policymakers to encourage the manufacturing and service sectors to provide huge working opportunities. The Egyptian government has to change the educational policies, at all stages, to include digital learning skills so IT can be incorporated in a wide range of economic activities. Further research includes: conducting a survey to measure the contribution of the entrepreneurial part of the information have-less employment in Egypt. In addition, a model may be developed, by the researcher to examine the reallocation of employees in Egypt.

Studying employment, in Egypt, using the conceptual framework of the information age is rarely being done.

The built environment is a complex sector that demands coordination and cooperation of stakeholders. Construction projects from the complex sector require skills, services, and integration of major disciplines in the built environment. Sustainability of the major disciplines' standards regarding the appropriateness of the built environment tertiary education cannot be over-emphasised in Nigeria. Studies concerning Nigeria's built environment programmes accreditation (BEPA) in the 21st-century education system are scarce. Thus, the study investigated the relevance and perceived factors hindering Nigeria's BEPA in the 21st-century education system. Also, the study proffered measures to improve Nigerian built environment tertiary education accreditation ranking.

Data were sourced from elite virtual interviews across Nigeria. The interviewees were knowledgeable about Nigeria's built environment programmes accreditation, and many of them have been directly or indirectly involved. The investigators utilised a thematic analysis for the collated data and enhanced it with secondary sources.

The study revealed that several Nigerian academia in the built environment lack fame in research, publication, and citations due to barriers in their workplace. It has hindered their global institution's accreditation and ranking standards. Findings identified inadequate basic infrastructure, obsolete curricula, lack of research novelty, lack of higher education institutions funding, inadequate staffing and lax upskilling and reskilling, and unethical practices “systematic corruption” as major factors hindering BEPA. Also, findings proffered measures to improve Nigeria's BEPA global ranking.

The study is limited to the perceived barriers and measures to improve BEPA in the 21st-century in Nigeria via semi-structured virtual interviews. Future study is needed to validate the findings as highlighted in the thematic network.

The paper confirms that the BEPA requires innovative and multidisciplinary measures to improve the global ranking of these programmes and, by extension, the higher education institutions ranking globally. The paper would stir major stakeholders and advance the built environment programmes quality accreditation regarding international best practices and maintain the minimum standards.

The paper comprehensively analyses the perceived factors and proffered measures to improve Nigeria's BEPA in the 21st-century via a thematic network. The outcome intends to improve the global ranking and stir stakeholders to reposition and showcase Nigeria's built environment programmes to the world.

This study explores insights from key stakeholders into the skills they believe will be necessary for the future of work as we become more reliant on artificial intelligence (AI) and technology. The study also seeks to understand what human resource policies and educational interventions are needed to support and take advantage of these changes.

This is a qualitative study where a sample of highly experienced representatives from a range of small to large Irish organisations, both public and private, provide insights into this important topic.

Findings indicate participants see a continued need for soft and hard skills as we evolve towards a more technologised workplace, with a need for employees to adopt a lifelong learning philosophy. As the knowledge economy in Ireland is well established, experts do not expect mass displacement to occur but differ with respect to the predicted rate of change. Novel HR interventions such as hiring for potential, pooling talent and establishing postgraduate supply contracts are seen as key. Current state interventions were mostly viewed positively but revamping of curricula is needed as well as stronger partnerships with tertiary institutions.

The interpretivist nature of the study limits the generalisability of the findings as they are based on a relatively small sample from one country. Also despite the significant expertise of the sample, it is not possible to predict whether their forecasts will manifest.

This research highlights the need for Irish SMEs to embrace the impacts of automation and AI as many are seen to be slow in reacting to changes in technology. The study also reveals cutting edge talent management interventions for employers to adopt that will insulate them from the challenges technological change presents to recruitment and employee development.

The findings from this paper culminate in the development of a conceptual framework, which encapsulates the responsibilities of all parties so that future skills needs will be met. This highlights the interplay between employers, individuals/employees, the Irish Government and educational institutions, demonstrating how they are interdependent on one another as we move towards a more technologised future.

Popular media suggests that technological advancement will continue to have a dramatic effect on work, but it is difficult to distinguish between the hype surrounding this and the actual potential impacts. This study examines what the evidence is in relation to the impact of emerging technologies on work and the role of the human resource (HR) function in helping employees and organisations to navigate these changes. Evidence suggests that the latest technologies, such as artificial intelligence and robotics, are being employed by organisations to automate simple and repetitive tasks as well as to make complex decisions quickly and more accurately via predictive algorithms. In addition, emerging technologies are increasingly being used to support the implementation of more flexible working practices such as virtual work and gig work. However, this will present a number of challenges for HR professionals, who will need to help employees to update their skills to compete in the future world of work, and to find ways to address the possible negative effects of increased connectivity and precarious working arrangements on employee wellbeing.

Following the imperative for human-centric digital innovation brought by the paradigm of Industry 5.0, the article aims to integrate the dispersed and multi-disciplinary literature on individual risks for workers to define, explain and predict individual risks related to Industry 4.0 technologies.

The paper follows the question, “What is the current knowledge and evidence base concerning risks related to Industry 4.0 technologies, and how can this inform digital innovation management in the manufacturing sector through the lens of the Industry 5.0 paradigm?” and uses the method of systematic literature review to identify and discuss potential risks for individuals associated with digital innovation. N = 51 contributions met the inclusion criteria.

The literature review indicates dominant trends and significant gaps in understanding risks from a human-centric perspective. The paper identifies individual risks, their interplay with different technologies and their antecedents at the social, organizational and individual levels. Despite this, the paper shows how the literature concentrates in studying risks on only a limited number of categories and/or concepts. Moreover, there is a lack of consensus in the theoretical and conceptual frameworks. The paper concludes by illustrating an initial understanding of digital innovation via a human-centered perspective on psychological risks.

Findings yield practical implications. In investing in the adoption, generation or recombination of new digital technologies in organizations, the paper recommends managers ensure to prevent risks at the individual level. Accordingly, the study’s findings can be used as a common starting point for extending the repertoire of managerial practices and interventions and realizing human-centric innovation.

Following the paradigm of Industry 5.0, the paper offers a holistic view of risks that incorporates the central role of the worker as crucial to the success of digital innovation. This human-centric perspective serves to inform the managerial field about important factors in risk management that can result in more effective targeted interventions in risk mitigation approaches. Lastly, it can serve to reinterpret digital innovation management and propose future avenues of research on risk.