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The purpose of this study is to analyse the potential impact of the Internet of Things (IoT) on education. IoT is more than just novel educational arrangements with new technology and networked computing devices. Taking a systems design perspective, the author argues that IoT represents a paradigm shift in the key drivers of education systems.

The paper uses a conceptual analysis based on the systems thinking framework. The paper relies on a literature review as informed by prior studies in the field, social media analysis and research database articles of IoT in education.

The paper finds that systems thinking is a useful framework for examining IoT in education. It finds that writers on IoT in education use a number of lenses at looking at how IoT will affect education. All of these can be refined. Findings suggest that IoT technology has the potential to impact how education systems are reimagined and redesigned; that logistics of educational management and the design of learning facilities can become more responsive to student learning needs because of IoT technology; and instructional delivery systems will be reconstituted by IoT technology. This study is of most value to educators, administrators and information systems professionals. Industries of focus include K-12 education, higher education and specialized training fields.

The research is a conceptual analysis based on social media content and research studies. This is a new line of inquiry; therefore, the sources and data rapidly change.

The study is practical for educational policymakers and educators to plan for the shift in modes of instructional design, curriculum development and school leadership and organization.

The research will inform the basis for new educational and schooling arrangements; IoT will change the way all of us learn and engage with learning activities.

The paper is highly original and very valuable for education policymakers as well as educators at all levels.

This study examines higher education students' technology readiness level in explaining adoption intention toward educational Internet of Things (IoT) needed for online learning.

Quantitative deductive research approach is used to check the theory of technology readiness index toward IoT in education. An online administrated questionnaire is distributed through convenience sampling to reach generation(Z) students. The questionnaire is developed using Google form, placing the link on various universities' social media platforms so to be accessible to the respondents. Path coefficient analysis of SEM is used to test the hypotheses.

Results show that the individual's level of technological optimism, discomfort and insecurity impact adoption intentions toward IoT products and services for online learning; the mental motivator, innovativeness, is insignificant.

This study helps guide practitioners (education institutions, IoT-developers, marketers and other professionals in the field) to consider students' mindset when designing products and strategies for promoting online learning and introducing educational IoT. This research provides insights on IoT in higher education; it provides perspectives for IoT adoption intention pro-online learning, aiding institutions looking for trends and practices for skills and work-based learning developments.

This study contributes to knowledge and literature by shedding light on the educational challenge of why not all students could harness the potentials of online learning and IoT of the twenty-first century. It provides insights to clarify students' mindset toward educational IoT needed for online learning.

The purpose of this paper is to profile the WHATT theme issue: “The fourth industrial revolution: What are the realities for maritime- and tourism-dependent countries?”, with reference to the experiences of the theme editors and writing team.

Structured questions were used to enable the theme editors to reflect on the rationale for the theme issue question, the starting point, the selection of the writing team and material and the editorial process.

This paper identifies the ways in which both industry and education need to change and embrace emerging technologies with particular reference to tourism and maritime provision and infrastructure in the Caribbean region.

The theme issue outcomes provide indicators and action points for tourism and maritime industry stakeholders and for academics involved in planning and delivering learning support to these industries.

This paper draws on discussion and applied research with industry to identify and assess the likely impact of the fourth industrial revolution in tourism- and maritime-dependent countries. Taken together, the theme issue collection of articles provides a rich picture of the changes occurring and prospects for the future.