Scientific knowledge and fourth-generation learning skills among university students in Saudi Arabia

Abstract

In light of the Fourth Industrial Revolution and the accompanying Fourth Generation of Learning, it has become important for university students to develop skills aligned with the demands of this transformation. This study assessed scientific knowledge and fourth-generation learning skills, including cognitive, information technology, creative thinking, and problem-solving skills (4GLSs), among University of Jeddah’s students in Saudi Arabia. It aimed to identify 4GLSs based on recent scientific research, construct scales to measure them, define the mechanism of their application and automation, and assess participants’ scientific knowledge and 4GLSs. A questionnaire survey was administered, two pilot studies were conducted to test the measurement scales, and the results confirmed their validity and reliability. Subsequently, a questionnaire survey was sent via official emails to all the undergraduate students at University of Jeddah, regardless of college, gender, academic major, or academic year. Separate questionnaires were distributed for each skill, four official emails sent over one month—one per week. An analytical descriptive approach was used to collect data, which involves studying a phenomenon, analyzing it, and examining its various dimensions to explain it and draw conclusions that contribute to improvement and development. The results revealed that fourth-generation learning skills increased with the academic year. Differences were observed in creative thinking and problem-solving skills, with men scoring higher than women. Additionally, problem-solving skill levels were higher among students in the Faculty of Science than those in the Faculty of Arts. These findings suggest that the university should implement programs to enhance students’ fourth-generation learning skills.