4IR

The fact-paced evolution of digital technologies, termed the 4th industrial
revolution (4IR), influence organisations to realise digital technology potential
from a holistic point of view. In this context, organisational competitiveness
rely on whether organisations’ business value-creation capabilities are adaptable
and flexible. Scholars report that traditional business models struggle to keep up
with the demands of this new digital economy and the purpose of this study was
therefore to consider the 4IR key organisational capabilities that organisations
require to ensure sustainability and to create business value. We identified 14 4IR
organisational capabilities and operationalises these capabilities by mapping it to
the dynamic capabilities sensing (strategic leadership, external drivers, data
value), seizing (decision making, technology features, software services and solutions)
and transforming (business model, process optimisation, product efficacy,
organisation, customer) as defined by Teece. Three 4IR organisational capabilities
namely employees, skills and expertise, and communication are relevant
across all 3 dynamic capabilities. By applying the 4IR organisational capabilities,
organisations will be able to consider the end-to-end impact of 4IR on
the organisations and be able to address action plans to sustain value, or to create
new business value.

In the era of the fourth industrial revolution that proposes an increasingly automated future, designers need not lose focus on the discipline's important role in social design and innovation. Such an undertaking becomes difficult when the discipline of design itself has inbuilt biases and inequalities. Gender bias is one such prejudice that design educators and researchers need to become more aware of and engage with, not only to prepare our students for the workplace but also to begin to change the patriarchal dominance of the design industry and hence the equity of the discipline itself. Current issues of gender disparity in design industries and academia have been studied and clearly articulated in the Global North. For example, in a recent study by the British Design Council, the United Kingdom's (UK) design workforce comprised of a 78:22 gender split (male to female), with Industrial Design showing the greatest disparity with a 95:5 gender split (Design Council 2018). In comparison to the 53:47 gender split of the wider UK workforce, this inequity is alarming, especially considering that 63% of all UK Art and Design graduates are female (Design Council 2018). Furthermore, various studies report a significant lack of female role models in leadership positions. This raises the question, 'Where have all the women gone?'. One of the authors is a young female academic, who, during South Africa's Women's Month in 2018, was inspired by these global statistics to conduct a small-scale study within a South African academic institution to investigate and reflect on the participation and experiences of female graduates in the local Industrial Design industry. Gender-based data of departmental enrolment and throughput over the past 20 years were analysed, and 10 female Industrial Design graduates were interviewed regarding their experiences in industry. Findings indicated significant gender biases and inequity within the local Industrial Design discipline, echoing global statistics. Female student enrolment has increased from 9% in 1997 to 36% in 2018. The exit-level graduate gender split has evened out from 97:3 in 1997 to 55:45 (male to female) in 2017. This indicates that more and more women are slowly entering industry. However, feedback from © Copyright 2019 by the Design Education Forum of Southern Africa (www.defsa.org.za) 185 women in industry highlighted sexual harassment, misogyny, condescension and significant pay gaps as some of the many challenges faced when entering the long-established patriarchal Industrial Design industry. Stereotypical expectations of women's role in creating 'the pretty stuff' hinders their ability to access experiential knowledge. This stunts their growth in the field, resulting in many women leaving the 'boy's club' and pursuing opportunities in more female-dominated disciplines; ultimately perpetuating the patriarchy of Industrial Design. It is therefore important to invest in gender diversity in design academia and to understand, engage with and tackle such issues locally. This includes preparing our students for the current realities of industry and empowering them with the necessary knowledge and skills to implement change by fostering innovation, and ultimately enabling them to break out of the confines of a long-established patriarchal industry.

As online education moves into the Fourth Industrial Revolution (4IR), there is a sense of urgency to make the shift to integrate 4IR technologies into online education. Other sectors such as businesses, industries, and entertainment are starting to use 4IR technologies, such as artificial intelligence, internet of things, robotics, and data analytics to personalize services, and to become more effective and efficient. This presentation will provide results from a research study that investigates the role of the tutor and online organization in the 4IR era. A central question asked in this study is, “How can online education benefit by adopting 4IR technologies?” For example, in the past online learning was used to deliver theory courses. How can online education use 4IR technologies such as, robotics and artificial intelligence to teach hands-on skills at a distance and allow remote access of equipment? How can the technology personalize learning for each learner? At the same time, online educators must consider how best to use 4IR technologies for the benefit of all learners. The next generation of online learning must prepare learners across the globe for the future by adopting the “good” of 4IR technologies.

The COVID-19 pandemic has exposed the deep cracks of inequality within the South African educational system (Gustafsson & Deliwe, 2020). The fourth industrial revolution (4IR) has presented a range of new technology applications (Lacy, Long, & Spindler, 2020). These technologies can be leveraged to provide more equal access to the technology needed for remote learning (Du Preez & Sinha, 2020). This paper uses a systemic design approach to reflect on the challenges faced in design education during the COVID-19 pandemic. Student feedback on the online learning experience during the COVID-19 lockdown was reflected on. Observations were organised in themes and then explored using the first step of Namahn and shiftN's Systemic Design Toolkit (Van Ael & Vandenbroeck, 2016). Design thinking toolkits are well-established tools for a design process (Tschimmel, 2012). A systemic design toolkit was chosen as a method that incorporates tools from both Design and System's practice (Vandenbroeck, Van Ael, Thoelen, & Bertels, 2016). The primary aim of this study is to frame the complex systems that contributed to the problems exposed. This inquiry uncovered interlinking issues that exacerbated the challenges of remote learning during the COVID-19 pandemic.

The World Economic Forum published its report “The future of Financial Services: How disruptive innovations are reshaping the way financial services are structured, provisioned and consumed” and within this global context, we wanted to examine how the South African banking sector was embracing this digital revolution.

Fintech is rapidly becoming a topic of conversation as financial institutions embrace the first real opportunity for innovation since the global financial crisis. Technology is largely unregulated and with the global objective of making the financial sector, in particular the banking industry, more resilient to external shocks, combined with the focus on shadow banking and the threat to financial stability, we wanted to include a conversation around how regulators will be responding to this new technology.

The South African banking sector is highly competitive and sharing their digital strategy with us was not easy, so we are indeed appreciative of the many contributors who made this report possible.  We are also grateful to Jesse McWaters of the World Economic Forum for his advice and insights into the compilation of their reports.

The project was done by a team at Genesis Analytics under Bavani Naidoo and they interviewed all the contributors and drafted the report.

We also express our gratitude to The Banking Association South Africa for providing the funding for this research.

Until now, industrial frameworks had durable life cycles and have been out for a few years now. Nevertheless, in the most recent two years, an inexorably quick pace of progress has been seen in Africa, for the most part in view of reception of developing Web ideas, advances, devices, and systems. In response to this observation, the point of this article is to quickly display parts of the developing time of the fourth Industrial Revolution (4IR). It shed some light on the Fourth industrial insurgency to be another buzz thought in Africa. This article examines the industry 4.0 in connection with the emerging markets of Africa. In addition to the above, the perspectives exhibited here may initiate tradeoffs on the various qualities that the fourth Industrial Revolution brings to the table for the emerging markets of Africa and, the author hopes that the ambiguity of the terminology will not hinder the effort.

The 4th Industrial Revolution (4IR) is here. Recent reports have listed some 30 top companies that have already placed machines in key functions, and chatbots are widely moving from basic support roles into mentoring and counselling. To make sure these technologies build better workplaces, we will need leaders with more humanity and less ego.

This article argues that it is necessary to take into account political, cultural and economic factors when evaluating potential responses to the Fourth Industrial Revolution. A renewed focus should be placed on
government regulation, management skills and strategic direction. If these factors are taken into account, African countries could use the 4IR to slingshot the continent into the future.

Wan Fariza alyati Wan zakaria ABSTRAK Revolusi Industri Keempat merupakan satu perubahan yang berlaku secara drastik kepada peradaban manusia di mana dunia menyaksikan penggunaan Internet of Things (IoT) dan perkembangan teknologi tanpa batas sempadan. Penggerak utama kepada Revolusi Industri Keempat ini iaitu sains dan penciptaan teknologi berasaskan IoT serta Artificial Intelligence (AI) merubah makna menjadi manusia (post-humanism). Sains dalam tamadun Islam muncul sebagai hasil daripada pandangan alamnya yang syumul, justeru sains era Revolusi Industri Keempat kini tidaklah boleh diterima kebenarannya secara membuta tuli kerana asas epistemologi dan metodologinya yang asing daripada asas epistemologi dan metodologi Islam. Berdasarkan premis di atas, umat Islam memerlukan sains yang tersendiri, hasil daripada pandangan hidup dan nilainya yang sejati. Karya ini meneliti premis epistemologi dan metodologi sains Islam berdasarkan kaedah analisis dokumen yang terkandung dalam penulisan beberapa orang pemikir Islam seperti Ziauddin Sardar, Alparslan Acikgenc dan Osman Bakar secara umum. Ia pada akhirnya merumuskan bahawa sains dan teknologi Islam mempunyai kerangkanya yang tersendiri dan menjadi alternatif kepada sains dan teknologi Barat. ABSTRACT The Fourth Industrial Revolution is a great transformation that radically changes human civilisation through the application of Internet of Things (IoT) and advancement of technology without borders. The main driver for the Fourth Industrial Revolution is science and technology based on IoT and artificial intelligence (AI) that transform the meaning of being human to post-humanism. Science in the Islamic civilisation emerged as the result of its comprehensive worldview; therefore the science of the Fourth Industrial Revolution should not be accepted based upon its claim of truth purely because of its alien foundation in epistemology and methodology from the worldview of Islam. Based upon the abovementioned premise, the Muslim ummah needs itw own science that originated from the worldview of Islam and its own sets of values. This article studies the Islamic science premises in epistemology and methodology based upon document analysis method founded in the writings of some contemporary Muslim scholars namely Ziauddin Sardar, Alparslan Acikgenc and Osman Bakar. Finally, it synthesizes Islamic science and technology within its own framework and set to be an alternative to Western science and technology.

Expectations of a 'new' technological era in which work and domestic spaces would be characterized by automation and robotization on a bigger scale than previously known has been periodized as marking the birth of the Fourth Industrial Revolution (4IR). The dominant narrative about this revolutionary moment has promoted the benefits and inevitability of this highly technologized epoch. While in the global north some of these technological disruptions have already occurred, the picture of what this means for the global south is less certain. Because of the unfulfilled promises of earlier revolutionary processes, sceptics have been quick to shed light on the structural factors, which might forestall the benefits from trickling down to all and sundry in the global south. Others have raised serious concerns about the possible continuation of the unequal spread of change that has characterized earlier revolutions and appropriations of advanced technologies. A classic example relates to the so-called 'e-commerce revolution', which was supposed to usher in an online universe where buyers, sellers, regulators and intermediaries would be interlinked to execute their transactions from all corners of the globe. Just like the techno-enthusiasts and their digital sublime predictions of the revolutionary features of the 4IR, ecommerce proponents point to an online transaction system that already is vibrant, global, and convenient for significant sectors. But who has been left behind? And what of those for whom this disruption means nothing but a loss of income and a redundancy of their skills? Is the planning for this supposedly 'new epoch' sufficiently inclusive of a broad church of stakeholders, so that the new transitions are anthropocentric, sensitive to global diversities, and ensure that no communities are left behind? This article is motivated by the sheer desire to critique some of the taken-for-granted assumptions of the 4IR, and adopts what we call a 'technological-realist standpoint'. It steers the debate away from technological solutionist claims towards the appreciation of the complex interactions between society and technology. It cautions against the reproduction of social and economic inequalities, urging that the dividends of the so-called 'revolution' be shared equally so that no one is left behind, as articulated by the United Nations' Sustainable Development Goals (SGS).

Si fuese posible crear un robot capaz de ser funcionario civil, creo que haríamos un gran bien, ya que las Leyes de la Robótica le impedirían dañar a un ser humano, lo incapacitarían para la tiranía, la corrupción, la estupidez, el prejuicio." Isaac Asimov-"I, Robot"

The 4th Industrial Revolution is totally based on Cyber-Physical Systems. Skills that thrive in the 4th Industrial revolution will be fully automated. Bio/Nano/Info technology based employment opportunities will only be available in this scenario and not based on just brands. The main objective of this paper is to understand the extent of awareness and perception regarding the availability of the skillset for the 4th Industrial Revolution among the students, faculty and HR (from the industry). The paper also aims to list out the methodology of imparting the skillset required in the 4IR. The research designed used here is descriptive and the data were collected from 175 samples, which include students, faculty and HR based on convenient sampling method. This research helped in arriving at few statistical findings to understand the significant differences between the extent of awareness and perception of 4IR among the students, faculty and HR. The data were analyzed by finding the mean value of the variables and through t-test analysis. The findings were like; there is no significant difference between the extents to which the present education system helps the students to impart the required skills with the faculty’s opinion on their students on the required skillset. However, there is significant between the student’s opinion and the extent of importance of the skillset required for the students to work in the 4th Industrial Revolution Era. When we compare the extent to which the present education system helps the students to impart the required skills and the extent of importance of the skill set required for the employees in the fourth Industrial Revolution Era, the result is significant. There is also, significant difference between the faculty’s opinions on their student’s skillset and the extent of importance of the skill set required for the employees in the 4th Industrial Revolution Era. The methodology required in this 4IR to equip the students to meet the standards has to be different from the traditional methods like Design Thinking (Case Study Method), Project Based Learning, Industry Immersion Programmes, Experiential Learning, Self- Learning, MOOC courses, Gamification, etc.

This conceptual paper aims to explore how higher education is preparing specifically the ODL student populations of Namibia and South Africa towards success in the context of the Fourth Industrial Revolution. Drawing on the main literature on the needs of the Fourth Industrial Revolution, this paper then explores existing skills but also challenges identified in the higher education sector. It argues for the need to locate the African position and define its essence of success in relation to the Fourth Industrial Revolution. The paper adopts a conceptual framework informed by multimodal multiliteracies that draws from the extensive literature on multimodality as conceptualised by Gunther Kress as well as the concept of multiliteracies from the New London Group. Furthermore, the paper will show how the interconnectedness of this revolution could resonate with African perspectives around community and Ubuntu. However, in order for African students to effectively be part of this movement, a nuanced approach to access should be followed to provide formal access to technology, but also support students’ epistemological needs. In terms of the latter, this paper proposes a multimodal approach where the multiliteracies of self-directed students are supported.

How do Artificial Intelligence Journalism assure freedom of information? One of the key pillars on which Artificial Intelligence (AI) Journalism is based on, is the information industry in a more democratic and freedom manner from many sides: the sender side, the receiver side, and the feedback side. From the content sender side (media organization, people or even government institutions and private companies): Their sources of information will be various, their reliance on journalism of data and numbers will increase, which will grow day by day to reach hundreds of thousands Zettabyte each month, and rely entirely on Big and Open Data from various sources and the most unconditionally spread. Sender's skills and the diversity of his ability to access the content and information, which will multiply thousands of times from the current time, where there won't be restrictions between countries, nor laws governing the circulation of this information directly from their main sources. For example: media establishment will have army of robots that analyze all details and data and army of journalists who are capable of directing these machines to the right places at the right time, and obtaining big data and information from several sources, to produce media message that is more accurate and faster in reaching to the receiver. In the Artificial Intelligence Journalism, "sender doesn't make only a message, but also creates new tools that contribute in creating content automatically, and all of these depend on the techniques of the Fourth Industrial Revolution." From the receiver side: it will be more complicated. The receiver here is not just a human or diverse audience, but other tools, computers, robots, satellites and smart devices in homes and offices. All of them have the same characteristics as the usual receiver, from receiving and analyzing the message, and may be smarter than the usual audience in the speed of analysis and in sending the reactions, but also to convert messages received to a message sent back more rich in diversity and content. For example, the presence of the robot as a news analyst at home or establishment (we can assume that it works in the insurance sector), where the robot serves hundreds of employees and workers daily, receiving hundreds of news, advertisement and contents from several hundred news sites or television channels, and selects the best and the suitable for the insurance sector,

This paper is an overview of a solution to the increasing electrical consumptions. The solution proposed in this paper is a load management system that aims to reduce the peak electrical demands. This load management system is intended to reduce maximum peak demands by automatically switching off devices that are classified as non-critical during peak hours. After peak hours, devices that need to operate may be switched on again with the possibility of rebound peaks taken into consideration.

Nowadays, we are facing new phenomena in social and economic life the fourth industrial revolution (or Industry 4.0/X.0) that began in
the XXI century by the development of digital uprising. Underlining the cyber (IT, digital, data etc) megatrends, which move the further social and economic development is the key element for defining future challenges and opportunities.

Keynote Paper, 2nd Aceh Global Conference on Social, Communication and Political Sciences, Banda Aceh, 25-26 September 2019
Nature does not punish sinners, just people who get in the way. But Nature is reacting to our failure to act as those in charge of the world as God commanded Adam. And our greatest sins are about how we have used technology in past industrial revolutions. These include war, combustion and traffic, monoculture, climate change, rubbish and plastic, unconstrained capitalism and radiation. These potentially carry the penalty of death. Aceh has natural advantages in using 4IR in a way to address the wrath of Nature when it punishes mankind for these sins. Aceh can use the potential power of disaster recovery to change for the good; Aceh has bio-diversity, rich cultural diversity, clean seas and forests; it has people, land, soil and water that can be used more productively. The paper concludes with three appeals to the people of Aceh: Use 4IR to keep government, business and neighbours honest; prepare the people for 4IR; and use 4IR to help build a more caring Islam. Thus Aceh can play a leading role in the use of 4IR for the benefit of all..

This article aims to assess the effectiveness of e-Government and e-Governance service during the national lockdown in South Africa. The focus of this article is on e-Health, e-Education and e-Municipal Services delivery, as these are the most sought-after e-Services during the national lockdown caused by COVID-19 (coronavirus) pandemic in 2020. Education, health, and municipal services are some of the core functions that could not be paused during the lockdown due to their importance. The methodology used in this research is mainly qualitative. Unobtrusive research techniques based on documentary and theoretical analysis will be applied to assess the state and use of e-Government and e-Governance within the public sector during the national lockdown in South Africa. The findings of this article suggest that government failed to achieve its objective of building an inclusive Information and Communication Technologies (ICTs) infrastructure in South Africa. Even though steps have been taken by the government to provide free access to basic e-Services, network coverage, and ICT infrastructures, poverty and inequality remain the major challenges in rural areas. The findings of this research suggest that the South African government needs to build ICT infrastructures in rural areas and to provide citizens with training on how to utilise ICT infrastructures in order to reduce the gap between rural and urban areas.

This document contains the proceedings of the fourth Open and Distance Learning (ODL) Conference held in Windhoek, Namibia, from 23- 25 October 2019. The Namibian Open Learning Network Trust (NOLNet) continues its tradition of bringing together ODL practitioners every after 2 years to share information and strengthen collaborative efforts in maintaining quality distance education delivery. The fourth ODL conference was held under the theme “The Role of Open, Distance and eLearning in the 4th Industrial Revolution (4IR)”. The conference was preceded by a workshop aimed at assessing current ODL practices and implications of the 4IR on quality assurance in ODL. The conference attracted more than 100 ODL practitioners and researchers from South Africa, Botswana, and Namibia. ODL Practitioners drawn from the Commonwealth of Learning (COL), University of Namibia (UNAM), Namibia Training Authority (NTA) and Namibia University of Science and Technology (NUST) served as keynote speakers and shared their expertise with the participants. The following sub-themes framed the keynote addresses: (i) The 4th Industrial Revolution: International Experience and Trends; (ii) The 4th Industrial Revolution: Implications for Open, Distance and eLearning; (iii) University-Industry Partnerships in the Changing World of Work; and (iv) The 4th Industrial Revolution and Sustainable Futures. Over the two days, more than 20academic papers were presented and delegates could share and explore ideas on how institutions in Namibia, in the region and in the world at large, are responding to the challenges presented by the 4IR. A selection of papers is available in this volume.
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The now-dominant medical model of psychiatry has recently been challenged by the post-psychiatry movement. However, the former discounts the agential or subjective aspect of the human being; the latter misses the axiological aspect. A new model is proposed-the Transcendent Meaning Model (TMM)-that nests the individual person within the social (the interperson), and the social within the transcendent or ideological. The study concludes that TMM, with its integration of the personal, the social and the religious-ideological with the material, is a viable blueprint for a future psychiatry that can address some of the current model's vulnerabilities.

While much of the development of ‘smart’ technologies occurs in the Global North, the logical expectation is that in the near future ‘smart’ technologies will be implemented across the world. Technology is never value neutral and always carries particular cultural and political assumptions. Ensuring technology is meaningful to people implies that it should acknowledge and support their conceptions and desires. If the particular needs and contexts of local, urban African communities are not recognised, ‘smart’ technologies, when implemented in urban contexts such as Johannesburg, South Africa (also known as iGoli in isiZulu – the City of Gold), may be undertaken in an uncritical and perhaps even detrimental manner.

This paper describes an interdisciplinary project involving fourth-year industrial and interaction design students working in collaborative teams to consider how the emerging ‘smart’ technologies of the 21st Century, can be implemented in a human-centric manner, particularly in the complex context of Johannesburg. The central conceptual framework that orientated the teams’ design thinking was a novel integration of McCullough’s Typology of Thirty Situations (TTS) with Engeström’s Activity System Model (ASM).

Since the era of the first industrial revolution, design has played a significant role in bringing about social-economic transformation through technology and yet it still holds great potential to encourage human flourishing in the future. However, as the making of things is getting smarter, a higher level of critical design thinking will be required to fulfil human needs more sustainably. The Fourth Industrial Revolution (4IR) has been proposed as a new frontier and South African educational institutions have been charged to develop content to meet the needs of learners for this new era. This paper documents a study that explored the curricula of Industrial Design programmes offered in four South African Higher Education institutions. The study employed a literature review and thematic analysis as exploratory methods for unbundling the 4IR components of these programmes. The findings documented to what extent these curricula had been designed to sufficiently prepare graduates for the future world of work in the highly unequal South African context.

As both Schwab (2016a) and Giang (2013) have noted, each industrial revolution has eliminated or drastically altered a host of common occupations. The Fourth Industrial Revolution is qualitatively different, however, in that it not only obviates entire job sectors but also requires workers to embrace and internalize an entirely new vocational culture (Kessler, 2017). Shifts in work culture certainly occurred in the past, such as the Enclosure Movement in England (Neeson, 1993; Marx, 1967: 717-733) and Fordism in the United States (Hounshell, 1984; Polanyi, 1944), but these movements did not splice directly into each and every person's life as does the 4IR, which is intertwined with the technological innovations that saturate the global population's personal choices as well as its work paths (Brynjolfsson & McAfee, 2014; Ford, 2015; Pew Research Center, 2018). This study, while averring that the 4IR world will reward those holding terminal degrees from the highest-tier universities, nonetheless warns that holding a doctorate will not guarantee success in the future workforce (Johannessen, 2019: 22). Instead of clinging to a profession that has customarily provided high income and security, such as engineer or lawyer, the 4IR worker, or entreployee, should raid the entrepreneurial toolkit, grafting the strategies and mindsets found therein onto their own self-managed “company of one” (Jarvis, 2019). Ripe for such an appropriation would be the “effectuation process”, which in the entrepreneurial lexicon refers to the fulfillment of work tasks using the materials, contacts, and information at hand, rather than first picturing a goal and only afterward devising means to achieve that end (Hisrich, Peters, & Shepherd, 2017: 9).

There is a growing sense of urgency to adopt Fourth Industrial Revolution (4IR) technologies, such as artificial intelligence (AI), robotics, the Internet of Things (IoT), and data analytics in education. Yet there appears to be no clear direction on what technologies should be adopted, how they should be integrated, or what effect their inclusion may have on the field of education or on learners. A research project exploring various 4IR technologies, and the benefits and challenges of employing these technologies for global sustainable development and education is underway. As part of the project, this paper presents initial findings from a thematic review of 28 academic peer-reviewed journal articles from 2017 to 2019 on the use of 4IR technologies for attaining the United Nations’ 2030 Sustainable Development Goals (SDGs) and in education around the world. Findings include examples on the beneficial uses and implementation challenges of 4IR technologies for sustainable development and education. The aim is to develop an informed, collective understanding of the benefits, challenges, and other issues arising from adoption of 4IR technologies for achieving the SDGs, especially in relation to education. Recommendations for future projects and research initiatives are also considered.

Presentation of Keynote Paper, 2nd Aceh Global Conference on Social, Communication and Political Sciences, Banda Aceh, 25-26 September 2019
Nature does not punish sinners, just people who get in the way. But Nature is reacting to our failure to act as those in charge of the world as God commanded Adam. And our greatest sins are about how we have used technology in past industrial revolutions. These include war, combustion and traffic, monoculture, climate change, rubbish and plastic, unconstrained capitalism and radiation. These potentially carry the penalty of death. Aceh has natural advantages in using 4IR in a way to address the wrath of Nature when it punishes mankind for these sins. Aceh can use the potential power of disaster recovery to change for the good; Aceh has bio-diversity, rich cultural diversity, clean seas and forests; it has people, land, soil and water that can be used more productively. The paper concludes with three appeals to the people of Aceh: Use 4IR to keep government, business and neighbours honest; prepare the people for 4IR; and use 4IR to help build a more caring Islam. Thus Aceh can play a leading role in the use of 4IR for the benefit of all

The recent advances in cyber-physical domains, cloud, cloudlet and edge platforms along
with the evolving Artificial Intelligence (AI) techniques, big data analytics and cutting-edge wireless
communication technologies within the Industry 4.0 (4IR) are urging mechatronics designers, practitioners
and educators to further review the ways in which mechatronics systems are perceived, designed, manufactured and advanced. Within this scope, we introduce the service-oriented cyber-physical advanced
mechatronics systems (AMSs) along with current and future challenges. The objective in AMSs is to
create remarkable intelligent autonomous products by 1) forging effective sensing, self-learning, Wisdom
as a Service (WaaS), Information as a Service (InaaS), precise decision making and actuation using
effective location-independent monitoring, control and management techniques with products, and 2)
maintaining a competitive edge through better product performances via immediate and continuous learning,
while the products are being used by customers and are being produced in factories within the cycle of
Automation of Everything (AoE). With the advanced wireless communication techniques and improved
battery technologies, AMSs are capable of getting independent and working with other massive AMSs to
construct robust, customisable, energy-efficient, autonomous, intelligent and immersive platforms. In this
regard, rather than providing technological details, this paper implements philosophical insights into 1) how
mechatronics systems are being transformed into AMSs, 2) how robust AMSs can be developed by both
exploiting the wisdom created within cyber-physical smart domains in the edge and cloud platforms, and
incorporating all the stakeholders with diverse objectives into all phases of the product life-cycle, and 3)
what essential common features AMSs should acquire to increase the efficacy of products and prolong their
product life. Against this background, an AMS development framework is proposed in order to contextualize
all the necessary phases of AMS development and direct all stakeholders to rivet high quality products and
services within AoE.