Since half of the century, technology has dominated the modern era. The rapid advancement of technology has reached generating artificial intelligence and artificial realities. So, virtual reality is an emerging technology and is applicable in education as well. Virtual reality is a computer-generated simulation, where people can interact within an artificial environment. Moreover, in an educational setting, such an environment provides students with a chance to get experiential learning. This paper has a systematic literature review on emerging technologies, such as virtual reality as a pedagogical tool for enhancing students’ experiential learning. This review aims to explore and understand the effect of virtual reality on students’ experiential learning by reviewing twenty-six selected articles. The selected studies have followed various methodologies and are from different contexts. This review study aims to present a systematic literature review for understanding and exploring the effect of virtual reality as a pedagogical tool for enhancing students’ experiential learning. Nine themes were identified, which are (a) virtual reality as pedagogical tool, (b) virtual reality as emerging educational technology tool, (c) virtual reality as digital transformation, (d) virtual reality as teaching-learning model, (e) virtual reality as architectural pedagogy, (f) virtual reality for communication skills, (g) virtual reality for reading and writing skills, (h) virtual reality for social learning, and (i) virtual reality for experiential learning. Thus, it is found that virtual reality is used as a pedagogical tool for various subject areas for encouraging involvement. It is helpful in medical, engineering, language, and social learning, as it provides a chance to get first-hand experience of the environment. Also, it helps learners to engage in a presented virtual environment and experience the sense of presence in it and enhances students’ experiential learning. Therefore, this review found virtual reality as an essential pedagogical tool for strengthening students’ experiential learning.

Collaborative robots have lately been extremely relevant to the domain of production and manufacturing industry after the arrival of Fourth Industrial Revolution or Industry 4.0 (IR 4.0). Collaborative robots have evolved as one of the key drivers in Industry 4.0 and they have advanced substantially within the last couple of decades. In comparison to the industrial robots, collaborative robots offer increased productivity, flexibility, versatility and safety. Collaborative robots are designed to execute tasks alongside the human workforce while sharing the same working space as colleagues, offering greater mobility and flexibility. Collaborative robots allow for a physical interaction with humans in a shared workspace to execute production, manufacturing and assembly tasks. These machines are designed to be reprogrammed easily, even by personnel without any programming background. Human-Robot Interaction (HRI) between humans and collaborative robots provides promising methods to achieve increased productivity with reduced production costs by combining the decision-making ability of humans along with the repeatability and strength of robots. This article reviews the significance of the collaborative robots today and also presents an insight into their future potential.

Purpose: In this advanced era of Industrial Revolution 4.0, as an element of cyber physical systems, the Internet of Things (IoT) has been applied in many different industries; however, its adoption in the construction industry is still limited to a few applications. This study uncovers, identifies and assesses the challenges of adopting IOT in construction projects. The challenges have been identified through the briefed literature review and a survey instrument from construction industries in Malaysia. Design/methodology/approach: In this study, the quantitative research approach has been used and data have been collected through a questionnaire survey for construction practitioners. Whereas, respondents to the questionnaire are practitioners from the Malaysian construction industry. The method of sampling implied is random sampling technique whereby the final sample size is 132 participants. Moreover, the gathered data has been analysed using univariate approach via standard deviation and average index in SPSS Software 22.0. Findings: The results of this study indicated the most dominant challenges are lack of safety and security, lack of documented standards, lack of benefit awareness, improper introduction of IOT and lack of robustness in connectivity. This study also examined that the awareness of construction practitioners toward the understanding of IOT and its possibility to be applied and extended in construction projects and determined that construction practitioners are aware of IOT benefits to improve the efficiency of construction projects. Practical implications: The study presents a better understanding of IOT in the construction industry and their potential challenges, which helps the construction policymakers to avoid encounters related to challenges and provide education-based campaigns to educate construction practitioners on the concept and importance of using IOT in the construction sector. Originality/value: This is a unique study because of its nature in this advance era of industry 4.0. Furthermore, it is specifying the latest trend associated with IOT in the construction industry and addressing the challenges of implementation, which is crucial to exploit and take advantage of the full potential of IoT benefits.

Purpose: This era is the time for upskilling and producing workforce that is capable of effectively dealing with the day-by-day increasing demand of the industry. As the world is changing, its needs are changing in the same way and at the same speed. The world has become more digitized now. Moreover, we have a dramatic shift from Education 1.0 to Education 4.0 these days. The world now is practicing the internet of things, cloud storage, cyber-physical system and artificial intelligence. The purpose of this study is to identify the factors that affect the level of motivation toward the integration and implication of Industrial Revolution (IR) 4.0 in the education system of Pakistan by considering the Government policies. Design/methodology/approach: For analyzing these factors, 150 research articles were sought out, out of which 84 were chosen for reviewing purpose based on the authentication of and relevance to this study by considering the Pakistani context. All the research articles have been selected from reputed indexed journals from databases (Scopus and Web of Science). Findings: The findings of this review suggest that many factors affect the motivation toward integration and implementation of IR 4.0. These factors mainly include human factors, intrinsic values and influencing factors. Moreover, there is no such framework that provides the base to Education 4.0 in Pakistan because the things exist but are not systematic. Educators are motivated, but there are no resources; policies are there, but there is no practice or implementation. Pakistan is lacking in the latest trends related to Education 4.0 and even has no experience because people are used to doing things manually, but technology is the need of this era. Furthermore, the findings of this study will be useful for developing a systematic plan or a framework of the integration and implication of IR 4.0 that ultimately gives rise to Education 4.0 in the education system of Pakistan. Originality/value: To the authors’ knowledge, no other study has been conducted on this topic in Pakistan. Also, there is a very little work done on this topic anywhere else in the world. The world is still exploring the IR 4.0, and our topic is solemnly related to these resolutions. Thus, there is a very little amount of literature related to this study.

Purpose: A gripping keyword emerged in the dynamic world of 2022: GPT or the advent of Generative Artificial Intelligence (GAI), at its forefront, embodied by the mysterious ChatGPT. This technological marvel had been silently lurking in the background for just over five years. However, all of a sudden, it emerged onto the scene, capturing the public’s attention and quickly becoming one of the most widely adopted inventions in history. Therefore, this narrative review is conducted in order to explore the impact of generative AI and ChatGPT on lifelong learning and upskilling of students in higher education and address opportunities and challenges proposed by Artificial Intelligence from a global perspective.Design/methodology/approach: This review has been conducted using a narrative literature review approach. For in-depth identification of research gaps, 105 relevant articles were included from scholarly databases such as Scopus, Web of Science, ERIC and Google Scholar. Seven major themes emerged from the literature to answer the targeted research questions that describe the use of AI, the impact of generative AI and ChatGPT on students, the challenges and opportunities of using AI in education and mitigating strategies to cope with the challenges associated with the integration of ChatGPT and generative AI in education.Findings: The review of the literature presents that generative AI and ChatGPT have gained a lot of recognition among students and have revolutionized educational settings. The findings suggest that there are some contexts in which adult education research and teaching can benefit from the use of chatbots and generative AI technologies like ChatGPT. The literature does, however, also highlight the necessity of carefully considering the benefits and drawbacks of these technologies in order to prevent restricting or distorting the educational process or endangering academic integrity. In addition, the literature raises ethical questions about data security, privacy and cheating by students or researchers. To these, we add our own ethical concerns about intellectual property, such as the fact that, once we enter ideas or research results into a generative chatbot, we no longer have control over how it is used.Practical implications: This review is helpful for educators and policymakers to design the curriculum and policies that encourage students to use generative AI ethically while taking academic integrity into account. Also, this review article identifies the major gaps that are associated with the impact of AI and ChatGPT on the lifelong learning skills of students.Originality/value: This review of the literature is unique because it explains the challenges and opportunities of using generative AI and ChatGPT, also defining its impact on lifelong learning and upskilling of students.

Techno-pedagogical ability is a way and reasonable value education available to everyone. Indeed, although in the past it has been found that there are many benefits to using innovation in the classroom environment, there are still obstacles or experiences related to the use of innovation. The literature review was utilized to gather and choose the papers for this research. This article investigates the techno-pedagogical skills requirements of the science and art teachers of the Sukkur State Government College. In this paper, literature is collected from different real sites, such as Google, Google Scholar, Science Direct (Elsevier), Sage, Springer, Emerald, Taylor & Francis, and Eric databases. Ten themes emerged from the literature to analyze the techno-pedagogical skills of science and art educators and provide suggestions and solutions for improving educational institutions. Quantitative, qualitative, and mixed research papers are all included in this study. This research also identified the knowledge gap and methodological and implication gap in this research article as per the need for 21^st Century Digital Classrooms. The results show that there is no significant difference in techno-pedagogical skills between science teachers and art teachers who use technology in teaching. This is because of the epidemic. Talking about the current scourge, COVID-19 has transformed traditional courses into digitization through ICT integration. Information and Communication Technology (ICT) is seen as a tool that can help schools adapt to the transition from industry to information. It is also considered as a tool to provide, support, and strengthen educational reforms in accordance with the educational needs of the information society.