Learning and Challenges in the Era of Industry 4.0 Revolution through Self-Regulated Learning Yamnur Mahlia (a*), Zainuddin (b), Arif Rahman (b)
a) Educational Management of Universitas Negeri Medan, Medan, Indonesia
*liayamnur2[at]gmail.com
b) Graduate Program of Educational Management of Universitas Negeri Medan, Medan, Indonesia
c) Graduate Program of Educational Administration of Universitas Negeri Medan, Medan, Indonesia
Abstract
The rapid global changes brought about by the industrial revolution have led to transformations across various spheres of life, including training management. However, the pace of change in training management lags behind that of the industrial domain, often referred to as the evolution of training management. Changes in training approaches, shifting from pedagogy to andragogy, heutagogy, and cybergogy, pose challenges for trainees, educators, and training institutions. One of these challenges is how to foster and strengthen self-regulated learning (SRL) as a driver of trainees^ success in the learning process. SRL generally encompasses three phases: preparation, implementation, and assessment. Each phase involves intricate micro processes within the self-regulated learner, influenced by various factors including motivation, emotions, behavior, time management, cognition, metacognition, executive functions, physical well-being, context management, and academic skills. Educators or presenters act as facilitators in the development of SRL among trainees. Therefore, they are expected to possess SRL skills as well as other competencies, including the ability to embrace and manage ambiguity, foster engagement, nurture a learning disposition, and apply a mindset of open thinking
