Transformation of IR4.0 Technology Literacy in Empowering Asnaf Students of STEM Secondary Schools in Perlis, Malaysia

The Fourth Industrial Revolution (IR4.0) has significantly transformed the global landscape, reshaping industries and redefining educational priorities. This study examined the development and implementation of an IR4.0 Technology Literacy Program aimed at empowering asnaf students in STEM-focused secondary schools in Perlis, Malaysia. A total of 80 asnaf students were selected from 20 schools, with four students nominated by each school to participate in the program. The participants underwent structured training modules covering Artificial Intelligence (AI), the Internet of Things (IoT), and immersive technologies such as Virtual/Augmented Reality and holograms. The methodology included the design of tailored training modules, delivery of intensive workshops, pre- and post-test assessments, and subsequent peer mentoring where trained asnaf students guided their school peers. Findings revealed that the program effectively enhanced students' knowledge, confidence, and literacy in IR4.0 technologies, enabling them not only to bridge their own digital knowledge gaps but also to mentor others, thereby amplifying the program's impact.

IR4.0, STEM, asnaf students, artificial intelligence, immersive technology

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