Development of a Metacognitive Strategies Framework Through Education 4.0 to Enhance HEI Learning Sustainability and Graduate Employability

Abstract

The main goal of entering higher education institutions (HEI) is employability. In response to the 4th Industrial Revolution (IR), Education 4.0 enables new potentials and promises through technology. Despite the benefits of Education 4.0, there are challenges present in the system. The objectives of this study were to identify the metacognitive strategies and how Education 4.0 enhance learning sustainability and graduate employability. The third objective was to propose a valid instrument to evaluate the effectiveness of metacognitive framework for learning sustainability and employability through Education 4.0. Mixed methods were used in data collection using exploratory sequential design. Semi-structured interviews were conducted with participants from three categories of university alumni, lecturers, and experts from the industries. From the findings of the interviews, an instrument was developed and distributed to experts in higher education and experts who are involved with the process of hiring new employees. Two rounds of the Fuzzy Delphi Method (FDM) were applied to analyse the data from the quantitative method. Seven metacognitive strategies that enhance graduate employability and learning sustainability were found, which are Showcase self, Self- improvement, Exposure, Self-study and study group, Career development and training, Reflection of learning, and Teaching approaches. There are two themes generated to answer how Education 4.0 enhances learners’ learning sustainability and employability which are Purpose and Advantages. A framework has been developed, integrating both metacognitive strategies and Education 4.0. This framework would be significant for graduates to prepare themselves with the skillsets needed to become more visible to employers and increase their employability and learning sustainability in the future.