Volume 10, Issue 2, February – 2025 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14831431

Application of Emotional Intelligence (EQ) among

TVET Students to Face the Industrial Revolution
4.0 in the Light Engineering Sector of Bangladesh
Tahsina Farah Sanam1; Syed Nazim Obayed2
1
Institute of Appropriate Technology, Bangladesh University of Engineering and Technology,
Dhaka, Bangladesh
2
Institute of Appropriate Technology, Bangladesh University of Engineering and Technology,
Dhaka, Bangladesh

Publication Date: 2025/02/07

Abstract: 4IR readiness does not simply mean being equipped with technology. There are also social and psychological
dimensions that are often overlooked in practical settings. Emotional Intelligence (EQ) is a key component of the social and
psychological readiness of the 4IR workforce. Engineers need EQ in addition to IQ in the workplace. The light engineering
sector is the fastest-growing commercial division in Bangladesh. TVET graduates represent the primary human resources
for the light engineering sector. In the future, modern 4IR technology-enabled machines will be operated by engineers in
this sector. Therefore, it is crucial to equip these resources with 4IR skills to enhance their productivity and minimize the
need for on-the-job training. This study aims to explore the application of emotional intelligence among TVET students as
they prepare to face the Industrial Revolution 4.0. It has been found that students are largely unaware of 4IR. The level of
emotional intelligence among TVET students is notably low. Emotional intelligence shows significant correlations with 4IR
readiness. The research findings indicate that a short orientation on EQ related to 4IR readiness yields significantly different
results in TVET students compared to those who did not receive such orientation. Significant components of 4IR readiness
have been identified in this study, which could assist TVET educators in incorporating the appropriate skill set.

Keywords: Emotional Intelligence (EQ), Light Engineering (LE), 4IR, Technical Vocational Education & Training (TVET).

How to Cite: Tahsina Farah Sanam; Syed Nazim Obayed (2025). Application of Emotional Intelligence (EQ) among TVET
Students to Face the Industrial Revolution 4.0 in the Light Engineering Sector of Bangladesh. International
Journal of Innovative Science and Research Technology, 10(2), 1-18.
https://doi.org/10.5281/zenodo.14831431

I. INTRODUCTION effectively adopt and utilize Fourth Industrial Revolution

technologies (Prapti, Mashiat, Miah & Rafid, 2024).
The Industrial Revolution 4.0 (IR4.0) has created
significant uncertainty, as automation and robotics pose a The Fourth Industrial Revolution (4IR) marks the
threat to replace the human workforce. Therefore, all convergence of advanced technologies such as Artificial
Technical and Vocational Education and Training (TVET) Intelligence (AI), the Internet of Things (IoT), automation,
students must cultivate both technical and soft skills to and blockchain, fundamentally altering the global economic
succeed in future work environments. Nonetheless, many and social paradigms. An increasing number of social
students face challenges due to insufficient soft skills, which scientists contend that we are on the verge of a technological
may impede their readiness for IR4.0. (Hashim, 2024). revolution that will significantly change how we live, learn,
and work. One term used to describe this social phenomenon
Key elements that influence readiness for the Fourth is the "fourth industrial revolution." Other social scientists,
Industrial Revolution include a strong technological particularly psychologists, have independently developed and
infrastructure, a skilled and adaptable workforce, a supportive discussed a concept of intelligence that is complementary
organizational culture, active leadership, expertise in data to—and sometimes an alternative to—the traditional IQ tests,
analytics, robust cybersecurity practices, favorable known as “emotional intelligence." In recent years, these two
government policies, access to funding, variations across concepts have started to intersect and engage within scientific
industry sectors, and employees' awareness of emerging literature (Campa, 2020).
technologies such as AI, IoT, and big data. Together, these
factors determine a company’s or nation's capacity to

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The skills necessary for the Third Industrial Revolution labor, which presents health risks. Reliance on outdated
(or 3IR, commonly referred to as the Digital Revolution) technologies requires more raw materials per unit, resulting
differ significantly from those required in the Fourth in a waste of 30% to 40% of resources. Additionally, the
Industrial Revolution (4IR). While 3IR emphasizes basic extensive use of manual labor and obsolete technology
digital literacy, 4IR demands a deeper understanding of significantly prolongs the overall process.
emerging technologies, along with essential soft skills such
as critical thinking and collaboration. The skills relevant to One day, engineers from Jinjira or Dholaikhal will
4IR are more advanced, encompassing a broader range of utilize advanced machinery like CNC machines and 3D
competencies than those associated with 3IR. As the demand printers. This highlights the significant role of emotional
for soft skills increases, there is an urgent need to develop intelligence in this industry.
educational strategies that enhance interpersonal
communication and critical thinking skills (Borrageiro & In Bangladesh's light engineering sector, Dholaikhal
Mennega, 2023). and Jinjira emerge as the two main hubs, hosting nearly 7,500
factories, shops, and workshops. Approximately 60,000
To be prepared for the Fourth Industrial Revolution individuals work here, producing motor parts, machinery, and
(4IR), individuals need a combination of technical skills various other components for a range of industries. Notably,
related to emerging technologies such as AI, data analysis, workers in Dholaikhal have developed unique terminologies
and automation, as well as soft skills, social skills, and that may be unfamiliar to many professionally trained
methodological skills. These non-technical skills mechanical engineers.
complement the hard skills required for the 4IR. (Borrageiro
& Mennega, 2023). Bangladesh exports light engineering goods worth less
than half a billion USD annually on average. The light
In a recent study published in the journal Career engineering sector in Bangladesh presents significant
Development International, researchers examined the investment opportunities due to the increasing demand for
effectiveness of engineers and its relationship to their IQ, machinery and components from the growing manufacturing
personality, and emotional intelligence. Among these factors, sector, along with favorable economic policies and attractive
only one was found to predict their success: emotional incentives.
intelligence. This does not suggest that IQ or personality are
unimportant; after all, engineers have strong math and science  Key Points about the Light Engineering Industry:
skills. The results emphasize the importance of emotional
intelligence for achieving success in today's world.  600,000 people employed by 40,000 light engineering
companies
 Emotional Intelligence holds Significant Importance for  34 light engineering clusters across 18 districts of the
Several Reasons. country
 Significant growth potential in this segment, as local
 Firstly, engineers create products intended for use by production meets only 50% of the total demand
others. The capacity to grasp customer needs and
empathize with end users is essential for developing The lack of skilled labor and advanced technology is
successful, user-friendly, and valuable products and putting Bangladesh's competitiveness in this sector at risk.
services. The Bangladesh Institute of Development Studies (BIDS)
 Secondly, as engineering increasingly shifts from reports a significant 33.6% skill gap in the LE sector.
individual work to teamwork, engineers with strong Furthermore, foreign direct investments (FDI) are increasing
interpersonal skills will thrive in both communication and in the country. More FDI in manufacturing suggests that
project delivery. additional foreign firms may penetrate the Bangladeshi
 Lastly, engineers with high emotional intelligence market through mergers and acquisitions (M&A) and/or joint
demonstrate additional qualities, such as the ability to ventures (JV). These companies are likely to set up their
navigate diverse cultural environments and appreciate manufacturing facilities or production hubs, necessitating
cultural differences. ongoing support for parts supply and repair services.

As reported by BBF Digital in 2024, there was a time This requirement from manufacturers presents another
when products from Jinjira and Dholaikhal were ridiculed. obstacle within the industry. The second issue arises from the
Today, these light engineering (LE) hubs in Dhaka, along existing gap between VAT and TAX. Although
with 34 LE clusters across 18 districts in Bangladesh, manufacturers of light engineering products benefit from tax
contribute nearly 3% to the nation's GDP. In FY22, the exemption, small repair services face a 15% VAT. Even
industry generated USD 796 million in export revenues. though these repair services help manufacturers in other
Annually, this sector alone produces around BDT 20,000 sectors save significantly on servicing costs, the VAT burden
crore in revenue, with the market expanding at a rate of 10%. makes local repair services less appealing to them.

The main challenge is the lack of skills and modern So, what needs to be done here? Four solutions can be
technology. This sector, primarily composed of informal explored to address these two problems. First, basic education
SMEs, relies heavily on outdated technology and manual in Bangladesh must be significantly improved. One of the

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primary reasons behind Vietnam's success in becoming a engineering and other professions will increasingly aim to
manufacturing miracle is its substantial investment in its cultivate these skills in future graduates.
demographic dividend through the promotion of basic
education. Bangladesh can take inspiration from Vietnam by II. LITERATURE REVIEW
leveraging its own demographic dividend. Secondly,
technical and vocational education and training (TVET) can  Emotional Intelligence
play a crucial role in equipping Bangladesh's young Globally, engineering education recognizes the
population and preparing them to lead the country's light necessity for students to develop additional learning skills
engineering industry. Thirdly, facilitating the use of modern and for graduates to enhance their capabilities for effective
technology can greatly empower this growing sector. Finally, workplace functioning. Emotional intelligence (EQ)
reducing the VAT on service and repair shops can enhance encompasses various abilities, such as self-awareness, self-
the competitiveness of this vital part of the light engineering regulation, motivation, empathy, and social skills. It
sector. significantly influences communication skills, particularly in
an intercultural context, and also affects students' learning
Many key players in this industry often lack formal capacities. Nevertheless, EQ should not be viewed as a
education, typically completing only three to six months of replacement for intellect; instead, it serves to augment work
training in specialized trades. Generally, those who finish skills and improve employment prospects (Riemer, 2003).
short courses and diploma programs at TVET find
employment in the light engineering sector. Incorporating Emotional intelligence, also known as EQ, was initially
emotional intelligence into graduation programs could defined in 1990 by Salovey and Mayer. Since then, Goleman
enhance productivity and equip graduates with essential non- has significantly expanded on their work in 1995. He noted
technical skills necessary for the Fourth Industrial Revolution that EQ—a collection of skills unrelated to academic
(4IR). ability—is actually more crucial for success in life and work
than IQ. Goleman outlined five key domains of emotional
 Statement of the Problem intelligence: self-awareness, self-regulation, motivation,
It is globally accepted that soft skills and social skills empathy, and social skills. These components can be
are critically important for readiness in the Fourth Industrial integrated into student education to better prepare them for
Revolution (4IR). Engineers particularly need these non- their professional careers.
technical skills. Soft skills encompass a wide array, including
emotional intelligence, which requires greater attention in  A follow-up Study Identified Seven Essential Skills, which
4IR literature. Diploma engineers and TVET graduates Include:
predominantly enter the light engineering sector. As this
sector grows, it necessitates more focus on preparing the  Recognizing personal emotions and managing them
workforce for 4IR. Readiness for 4IR includes various effectively.
factors, among which sociological readiness is notably  Emotional resilience: maintaining performance under
significant. The workforce in the light engineering sector will pressure. Motivation: the energy and drive to achieve
utilize updated technology in the future. It is also concerning goals.
that engineers and technicians must be well-prepared in  Considering the needs of others.
emotional intelligence. This poses a substantial challenge.  Skills in influence and persuasion.
The study addresses this issue and seeks a way to overcome  Decisiveness: making clear decisions and following
the problem. through.
 Conscientiousness: showing commitment to a plan and
 The Rationale of the Study aligning actions with words.
Exploring the social and psychological dimensions of
readiness for the Fourth Industrial Revolution (4IR) within This skill set can be categorized into two main areas
Bangladesh's light engineering sector is highly engaging. within an emotional competence framework: personal
Developing personal and social skills is essential not only for competencies (how an individual manages themselves) and
achieving workplace success but also for fostering resilience social competencies (how an individual navigates
and leading happy, healthy, and balanced lives (SDG 3: relationships). These categories also include various sub-
Ensure healthy lives and promote well-being for all at all competencies. A high level of emotional intelligence (EQ)
ages). signifies that a person can fully experience their feelings as
they arise. A higher EQ equips an individual with qualities
As the Fourth Industrial Revolution approaches, such as compassion, empathy, adaptability, and self-control.
bringing both promises and threats of automation for many By enhancing their EQ, individuals become better at
jobs, emotional intelligence becomes increasingly important. balancing their own needs with those of others.
Computers and robots are becoming more intelligent, and
many tasks that once formed the backbone of engineering are  Light Engineering Sector
now managed more quickly and affordably by software. The light engineering industry (LEI) sector lacks a
Emotional intelligence and the ability to connect with others specific universal definition. However, various authors have
remain uniquely human traits, and it is expected that characterized the LEI sector based on common traits such as
being a small firm, engaging in engineering or technological

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production processes, creating metal-working or the LEIs. It was recognized that they struggled to produce
electromechanical components, and utilizing indigenous quality parts due to a lack of modern machinery, consistent
technical skills (Rabbani, 2005; Ahmed & Bakht, 2010; demand, and formally trained staff. To address this, the
Quadir & Mahmud, 2009). Bangladesh Small and Cottage Industries Corporation
(BSCIC) provided targeted low-interest loans to LEIs for
Rabbani (2005) described the light engineering industry purchasing machinery and working capital. To ensure
(LEI) as one that incorporates local engineering elements in continuous demand, the government issued a circular
product design or manufacturing, showcasing contributions mandating that corporate entities in the sector procure local
from native engineering knowledge or skills. Key processes spare parts whenever possible. Additionally, BSCIC
include cutting, blending, machining, shaping, milling, categorized the LEIs by product category, facilitating
hobbing, rolling, extruding, drawing, and sawing (Adhikary industrial buyers, including government sector corporations,
& McVay, 2006). in accessing local producers (Majumder & Dey, 2020).

LEIs are small businesses specializing in the production  4IR

of machinery, equipment, tools, metallic household Circulation denotes a transition that influences
appliances, sanitary ware, and various electrical, electronic, developmental progress, frequently accompanied by the rise
electromechanical, and mechatronic products, primarily of new technologies. These technological changes create a
using metals and employing engineering and technological foundation for future advancements. A country can achieve
processes (Uddin, 2009). recognition when its technological innovations progress
holistically. The term Industry 4.0 has recently emerged to
Talukder and Jahan (2016) describe the LEI sector as signify the growing integration of information technology
consisting of small firms that utilize engineering or and automation across nearly all industrial sectors
technological processes to manufacture various products. (Oesterreich & Teuteberg, 2016).
These products include small machinery, tools, metallic
household appliances, sanitary ware, and electrical, To understand the fourth industrial revolution, we must
electronic, electromechanical, or mechatronic items, first grasp the preceding phases and their impacts. The first
primarily made from metals. Furthermore, these firms industrial revolution arose from the invention of the steam
produce spare parts for a wide range of industrial, engine, which brought mechanization to the manufacturing
agricultural, automotive, and small machinery, along with sector. The second industrial revolution emerged with the use
providing repair services. of electricity, leading to mass production. The third industrial
revolution was driven by the advent of digital processes that
There is no documented history of the LEI sector in enabled automation and the use of the internet (Petrillo et al.,
Bangladesh. It is widely believed that the industry began by 2018; Oliver, 2018). The fourth phase of the industrial
providing maintenance support to large-scale industrial units revolution is characterized by cyber-physical systems,
established in the 1950s in what was then known as East resulting in increased automation, advanced communication,
Pakistan. However, the sector has experienced significant and the creation of smart machines capable of performing
growth since 1985 (Quadir & Mahamud, 2009). Before 1970, various tasks with minimal human intervention. Essentially,
only a few industrial facilities in Bangladesh relied on the fourth industrial revolution (4IR) pertains to the adoption
imported machines and spare parts. Some skilled mechanics of modern smart technology that decreases human
began manufacturing certain components (Talukder & Jahan, involvement in manufacturing and industrial practices
2017). After Bangladesh gained independence, non-Bengali (Moore, 2018). This term was first introduced in a book of
factory owners departed, prompting the government to the same name in 2016 by Klaus Schwab, the founder of the
nationalize their factories under large public sector World Economic Forum. It represents a fusion of, but is not
organizations. The government subsequently established limited to, various technologies including artificial
additional industrial units, creating substantial demand for intelligence, the Internet of Things, robotics, virtual reality,
spare parts and mechanical fittings that had previously been mobile devices, 3D printing, smart sensors, big data analytics,
imported by private owners (Talukder & Jahan, 2016). augmented reality (AR), data visualization, cognitive
Indigenous LEIs began to emerge in areas such as computing, location identification, customer profiling,
Dholaikhal, Jinjira, Mirpur, and Syedpur around 1980 blockchain, quantum computing, and cloud computing
(Talukder & Jahan, 2016). The sector experienced explosive (Wigmore, 2020). Interestingly, the fifth industrial revolution
growth during the 1980s, partly due to government support is on the horizon, characterized by human-machine
during that time (Talukder & Jahan, 2017). Today, the LEI collaboration in the workplace. Since it has not yet occurred,
sector plays a vital role in providing affordable spare parts, its impacts remain unknown. The following table outlines the
castings, molds and dies, fittings for oil and gas pipelines, five phases of the industrial revolution, along with their
light machinery, and repair services for the automobile, timing, drivers, and outputs in brief (Rahman, 2022). Phases
industrial, agricultural, and construction sectors (Talukder & of the Industrial Revolution along with their timing, drivers,
Jahan, 2016). In 1984, the Dholaikhal area attracted and outputs Phases.
government attention because of the commendable skills of

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ISSN No:-2456-2165 https://doi.org/10.5281/zenodo.14831431
Table 1 4IR
Phases 1st 2nd 3rd 4th 5th
Timing End of 18th Beginning Beginning 2013 2020+
century of 20th century of 21st century
Drivers Water and Steam Electricity Digital Cyber physical system Co-working of human
Power processes and machines
Outputs Mechanization Mass Automation Automation, advanced As it has not occurred
of manufacturing Production processes and use communication, yet, the impact
of the internet production of smart will be seen in future
machines
Source: (Rahman, 2022)

 Research Gap  What constitutes Emotional Intelligence (EQ)?

Emotional intelligence plays a crucial role in preparing  What is the current Emotional Intelligence (EQ) level
university graduates for the Fourth Industrial Revolution among TVET students?
(4IR). Engineers must possess emotional intelligence to adapt  Are TVET students ready to face the 4IR?
to the evolving work environment of 4IR. The social and  What are the dominant factors responsible for 4IR
psychological aspects of 4IR readiness in the light readiness at most?
engineering sector in Bangladesh remain largely unexplored,  Does a short orientation of EQ change TVET student’s
despite the country exporting light engineering goods valued attitude towards 4IR readiness?
at an average of half a billion dollars annually.
Approximately 600,000 individuals are employed by 40,000  Research Hypotheses
light engineering companies. In the future, the light
engineering sector will utilize advanced machinery such as  H0: There is no relationship between Emotional
CNC machines and 3D printers. This highlights the potential Intelligence (EQ) and the 4IR readiness
significance of emotional intelligence within this industry.  H1: There is a relationship between Emotional
Intelligence (EQ) and the 4IR readiness
 Research Newness
This study centers on exploring the social and  H0: There is no difference between before and after a
psychological dimensions of readiness for the Fourth short orientation of EQ towards 4IR readiness
Industrial Revolution (4IR) in Bangladesh's light engineering  H1: There is a difference between before and after a short
sector. Developing these personal and social skills is vital not orientation of EQ towards 4IR readiness
just for achieving success at work but also for building
resilience and nurturing fulfilling, healthy lives, which aligns  Research Objectives
with Sustainable Development Goal 3: Ensure healthy lives
and promote well-being for everyone, regardless of age.  Exploring the essential social psychological factors that
constitute Emotional Intelligence (EQ) for 4IR readiness
 Research Questions & Hypotheses in the light engineering sector of Bangladesh
 Investigating the impact of Emotional Intelligence (EQ)
 Research Questions among TVET students to Face the Industrial Revolution
 The Central Question 4.0 in Bangladesh
 Experiment on TVET students with a short orientation of
 Does Emotional Intelligence (EQ) significantly impact Emotional Intelligence (EQ) towards 4IR readiness
the 4IR readiness of TVET students for the Light
Engineering Sector in Bangladesh?  Conceptual Framework

 Sub Questions  Research Design

Fig 1 Conceptual Framework of the Study

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III. RESEARCH METHOD

 The Research Methodology is as follows:

Objectives Specific Methodology

Exploring the essential social psychological factors that constitute Emotional Literature Survey
Intelligence (EQ) for 4IR readiness in the light engineering sector of Bangladesh
Investigating the impact of Emotional Intelligence (EQ) among TVET students to Statistical Investigations (Correlations,
Face the Industrial Revolution 4.0 in Bangladesh Hypotheses Testing) Using SPSS
Experiment on TVET students with a short orientation of Emotional Intelligence Statistical Investigations (Paired Sample
(EQ) towards 4IR readiness Test, Factor Analysis & Clustering) Using
SPSS

 Significant Contribution of the Research  Light Engineering Sector

This study will act as a comprehensive guideline
presented as a course module for the industry. IV. DATA ANALYSIS

 Bangladesh Investment Development Authority (BIDA)  Data Collection

 Bangladesh Industrial Technical Assistance Center The study collects data from two sources. Firstly, by
(BITAC) reviewing the literature on emotional intelligence, the five
 Bangladesh Small and Cottage Industries Corporation constructs and relevant concepts have been identified, as
(BSCIC) described in Annexure 01. The survey questionnaires were
 TVET Institutions developed based on the secondary data. To obtain the primary
 Polytechnics data from the survey method, a sample of 28 TVET students
from UCEP Bangladesh was selected. The same survey
 Target Groups & Industry questionnaire was administered before and after a brief
orientation on EQ concerning 4IR readiness. The analysis of
 Experiment on TVET & Polytechnic students the results is presented in the following section.

V. RESULT ANALYSIS

 Aim 01: Finding the level of EQ that TVET Students Possess

Table 2 Level of EQ of TVET Students

Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
Self_Awareness_Before 28 1.40 5.00 3.6476 .77254
Self_Management_Before 28 1.60 5.00 3.6429 .90653
Self_Motivation_Before 28 1.00 5.00 3.8000 .93808
Empathy_Before 28 1.80 5.00 3.5286 1.04876
Social_Skills_Before 27 1.60 4.80 3.4722 .97629
Four_IR_Readiness_Before 27 1.13 5.00 3.6442 .85873
Valid N (listwise) 27

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 Result 01: The level of EQ of TVET Students are very Low.  H0: There is no relationship between Emotional
Intelligence (EQ) and the 4IR readiness
 Aim 02: Testing the following Hypotheses  H1: There is a relationship between Emotional
Intelligence (EQ) and the 4IR readiness

Table 3 Correlations between EQ & 4IR Readiness

Correlations
Self_Awaren Self_Managemen Self_Motivation Empathy_ Social_Skills_ Four_IR_Readines
ess_Before t_Before _Before Before Before s_Before
Self_Awareness_ Pearson 1 .677** .682** .400* .448* .610**
Before Correlation
Sig. (2- .000 .000 .035 .019 .001
tailed)
N 28 28 28 28 27 27
Self_Manageme Pearson .677** 1 .700** .167 .404* .452*
nt_Before Correlation
Sig. .000 .000 .396 .037 .018
(2-tailed)
N 28 28 28 28 27 27
Self_Motivation Pearson .682** .700** 1 .446* .638** .730**
_Before Correlation
Sig. .000 .000 .017 .000 .000
(2-tailed)
N 28 28 28 28 27 27
Empathy_Before Pearson .400* .167 .446* 1 .526** .470*
Correlation
Sig. .035 .396 .017 .005 .013
(2-tailed)
N 28 28 28 28 27 27
Social_Skills_Be Pearson .448* .404* .638** .526** 1 .682**
fore Correlation
Sig. .019 .037 .000 .005 .000
(2-tailed)
N 27 27 27 27 27 27
Four_IR_Readin Pearson .610** .452* .730** .470* .682** 1
ess_Before Correlation
Sig. .001 .018 .000 .013 .000
(2-tailed)
N 27 27 27 27 27 27
**. Correlation is significant at the 0.01 level (2-tailed).
*. Correlation is significant at the 0.05 level (2-tailed).

 Result 02: The Null Hypothesis has been Rejected. EQ has  H0: There is no difference between before and after a
Strong Correlations with 4IR Readiness short orientation of EQ towards 4IR readiness
 H1: There is a difference between before and after a short
 Aim 03: Testing the following Hypotheses orientation of EQ towards 4IR readiness

Table 4 Paired Sample Statistics

Paired Samples Statistics
Mean N Std. Deviation Std. Error Mean
Self_Awareness_Before 3.6476 28 .77254 .14600
Pair 1
Self_Awareness_After 4.0411 28 .73775 .13942
Self_Management_Before 3.6429 28 .90653 .17132
Pair 2
Self_Management_After 4.0714 28 .68034 .12857
Self_Motivation_Before 3.8000 28 .93808 .17728
Pair 3
Self_Motivation_After 4.1714 28 .71949 .13597
Empathy_Before 3.5286 28 1.04876 .19820
Pair 4
Empathy_After 3.8857 28 1.03913 .19638
Social_Skills_Before 3.4722 27 .97629 .18789
Pair 5
Social_Skills_After 4.0519 27 .76176 .14660

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Four_IR_Readiness_Before 3.6442 27 .85873 .16526
Pair 6
Four_IR_Readiness_After 4.2731 27 .75958 .14618

Table 5 Paired sample correlations

Paired Samples Correlations
N Correlation Sig.
Pair 1 Self_Awareness_Before & 28 .330 .087
Self_Awareness_After
Pair 2 Self_Management_Before & 28 .449 .017
Self_Management_After
Pair 3 Self_Motivation_Before & 28 .301 .120
Self_Motivation_After
Pair 4 Empathy_Before & Empathy_After 28 .686 .000
Pair 5 Social_Skills_Before & Social_Skills_After 27 .452 .018
Pair 6 Four_IR_Readiness_Before & 27 .412 .033
Four_IR_Readiness_After

Table 6 Paired Sample Test

Paired Samples Test
Paired Differences t df Sig. (2-
Mean Std. Std. Error 95% Confidence Interval tailed)
Deviation Mean of the Difference
Lower Upper
Pair 1 Self_Awareness_Before - -.39345 .87487 .16533 -.73269 -.05421 -2.380 27 .025
Self_Awareness_After
Pair 2 Self_Management_Before - -.42857 .85499 .16158 -.76010 -.09704 -2.652 27 .013
Self_Management_After
Pair 3 Self_Motivation_Before - -.37143 .99586 .18820 -.75758 .01473 -1.974 27 .059
Self_Motivation_After
Pair 4 Empathy_Before - -.35714 .82795 .15647 -.67819 -.03610 -2.283 27 .031
Empathy_After
Pair 5 Social_Skills_Before - -.57963 .92760 .17852 -.94657 -.21268 -3.247 26 .003
Social_Skills_After
Pair 6 Four_IR_Readiness_Before -.62897 .88139 .16962 -.97763 -.28030 -3.708 26 .001
- Four_IR_Readiness_After

 Result 03: The null hypothesis has been rejected. The short orientation of EQ towards 4IR readiness has significant impact

 Aim 04: Factor analysis before orientation

Table 7 Total Variance Explained

Total Variance Explained
Initial Eigenvalues Rotation Sums of Squared Loadings
Component Total % of Variance Cumulative % Total % of Variance Cumulative %
1 11.239 34.059 34.059 4.792 14.521 14.521
2 3.970 12.031 46.090 4.517 13.689 28.210
3 3.099 9.391 55.481 3.428 10.387 38.597
4 2.556 7.746 63.227 2.903 8.797 47.394
5 2.080 6.304 69.531 2.855 8.652 56.045
6 1.527 4.628 74.159 2.774 8.406 64.452
7 1.438 4.359 78.517 2.544 7.709 72.161
8 1.125 3.410 81.927 2.325 7.046 79.207
9 1.065 3.226 85.153 1.962 5.946 85.153
10 .960 2.910 88.063
11 .715 2.168 90.230
12 .549 1.665 91.895
13 .546 1.654 93.548
14 .461 1.397 94.946
15 .335 1.016 95.962

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16 .310 .940 96.902
17 .236 .715 97.617
18 .177 .538 98.155
19 .166 .504 98.659
20 .129 .392 99.050
21 .103 .313 99.363
22 .066 .199 99.562
23 .059 .177 99.740
24 .040 .123 99.862
25 .029 .089 99.951
26 .011 .033 99.985
27 .005 .015 100.000
28 4.979E-16 1.509E-15 100.000
29 2.899E-16 8.785E-16 100.000
30 1.764E-16 5.347E-16 100.000
31 -1.146E-16 -3.473E-16 100.000
32 -1.767E-16 -5.355E-16 100.000
33 -4.696E-16 -1.423E-15 100.000
Extraction Method: Principal Component Analysis.

Fig 2 Scree Plot before Orientation

Table 8 Rotated Component Matrix

Rotated Component Matrixa
Component
1 2 3 4 5 6 7 8 9
aB .252 -.232 -.010 .681 .249 .329 .245 .330 .107
bB -.009 .674 .351 -.039 .138 .253 .167 .277 .259
cB .531 .163 -.148 .075 -.281 -.040 .569 .166 .005
dB .156 .129 .189 .062 .207 .792 .301 -.043 .003
eB .154 .352 -.058 .011 -.101 .811 .100 .039 .095
fB -.122 .165 .301 .013 .119 .383 .780 .011 -.027
gB .028 .749 -.042 .170 .244 -.065 .455 -.139 .095
hB .173 .686 -.051 .025 -.047 .322 .151 .164 -.155
iB .217 .260 -.128 -.038 -.080 .180 .806 .022 -.186
jB .132 .499 .256 .380 .289 .079 .241 -.146 .523
kB .355 .765 .140 .136 .261 .204 -.038 .108 .004
lB -.115 .301 -.250 .361 -.066 .470 .375 .161 -.138
mB .120 .822 .141 .125 .177 .126 .160 .160 -.098
nB .554 .219 .468 .059 -.031 .421 .041 -.187 .137
oB .509 .513 .219 .383 .321 .119 -.071 -.021 -.098
pB .108 .081 .790 -.054 .320 -.109 -.047 -.115 .317

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Volume 10, Issue 2, February – 2025 International Journal of Innovative Science and Research Technology
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qB .387 -.146 .605 .044 .235 .273 -.170 -.183 .271
rB .584 .208 .274 .407 .179 .399 -.133 -.088 .000
sB .142 -.067 .255 .066 -.192 .001 -.200 .055 .808
tB .189 -.067 .492 .341 .094 .314 -.135 .406 .433
uB .018 .252 .889 .123 .003 .040 .089 .131 -.021
vB .777 .157 .362 .172 .066 -.084 .241 .176 -.145
wB .248 .307 .186 .814 -.031 -.080 .020 .168 -.004
xB .265 .357 .424 .297 .386 -.105 .093 .345 -.383
yB .085 .120 .225 .402 .258 -.131 -.135 .744 .034
zB -.005 .233 -.164 .090 .181 .086 .176 .873 .001
aaB -.007 .218 .134 .065 .794 -.103 -.141 .312 -.112
abB .500 .162 .201 .049 .602 .104 .158 .074 .056
acB .215 .374 .192 .272 .689 .242 .048 .159 -.130
adB .681 .068 -.099 .364 .018 .183 .086 .224 .303
aeB .847 .008 .015 -.132 .276 -.032 .030 -.058 .302
afB .879 .197 .044 .196 .023 .175 -.015 -.012 -.073
agB .128 .296 -.074 .642 .487 .113 -.150 .170 .265
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 14 iterations.

 Result 04: 9 Dominant Factors have been Identified which are Described in below

Component Number Variables

Competent 1 1. afB- I am ready to apply technical skills to the tasks required for IR4.0.
2. aeB- I am ready to attend training provided by the institute to thrive in IR4.0
3. vB- I can be comfortable with all types of people young and old, rich and poor
Competent 2 1. mB- I have passions for work
2. kB - I committed to my goals
3. gB - I manage stress easily
Competent 3 1. uB - I love to socialize
2. pB - Being together with a sad person, I feel sad too
Competent 4 1. wB - I usually take the initiative to introduce myself to strangers

Competent 5 1. aaB- I am ready to adapt to changes during IR4.0.

Competent 6 1. eB- I am open to feedback and willing to make changes

2. dB- I can accurately assess my abilities and performance
Competent 7 1. iB- I am good at decision making
2. fB- I manage time wisely
Competent 8 1. zB- I know about the Industrial Revolution 4.0 (IR4.0).
2. yB- When I am with a group of friends, I am often the spokes‐person for the group
Competent 9 1. sB- Among worried people, I become anxious

 Aim 05: Factor Analysis after Orientation

Table 9 Total Variance Explained

Total Variance Explained
Initial Eigenvalues Rotation Sums of Squared Loadings
Component Total % of Variance Cumulative % Total % of Variance Cumulative %
1 11.820 35.818 35.818 7.772 23.550 23.550
2 4.809 14.572 50.390 5.799 17.574 41.124
3 3.380 10.244 60.634 3.584 10.862 51.986
4 2.087 6.325 66.958 2.534 7.679 59.665
5 1.777 5.385 72.344 2.522 7.643 67.308
6 1.496 4.533 76.877 2.063 6.252 73.560
7 1.232 3.734 80.611 1.814 5.496 79.056
8 1.189 3.604 84.215 1.703 5.159 84.215

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Volume 10, Issue 2, February – 2025 International Journal of Innovative Science and Research Technology
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9 .918 2.782 86.997
10 .788 2.387 89.384
11 .623 1.887 91.271
12 .488 1.480 92.751
13 .456 1.380 94.131
14 .391 1.183 95.315
15 .340 1.030 96.345
16 .320 .969 97.314
17 .240 .726 98.040
18 .191 .578 98.618
19 .129 .391 99.010
20 .099 .301 99.310
21 .087 .263 99.574
22 .055 .168 99.741
23 .029 .089 99.830
24 .024 .074 99.904
25 .019 .058 99.962
26 .008 .023 99.985
27 .005 .015 100.000
28 1.277E-15 3.868E-15 100.000
29 5.190E-16 1.573E-15 100.000
30 3.044E-16 9.223E-16 100.000
31 -9.660E-17 -2.927E-16 100.000
32 -2.501E-16 -7.578E-16 100.000
33 -5.419E-16 -1.642E-15 100.000
Extraction Method: Principal Component Analysis.

Fig 3 Scree Plot after Orientation

Table 10 Rotated Component Matrix

Rotated Component Matrixa
Component
1 2 3 4 5 6 7 8
ahA .458 .721 .048 .013 -.048 .054 -.196 -.039
aiA -.032 .445 .694 .171 .002 -.178 -.232 .335
ajA .327 .725 -.005 .166 -.186 -.257 -.178 -.008
akA -.101 .480 .127 -.021 .621 .206 -.265 -.019
alA .798 .390 .095 -.050 .119 .003 -.136 .006
amA -.062 .525 .054 .339 .598 .238 -.023 .176
anA .593 .050 .133 .571 .201 .053 .122 .286
aoA .093 .040 .206 .877 .181 .035 .046 .228

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Volume 10, Issue 2, February – 2025 International Journal of Innovative Science and Research Technology
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apA .476 .152 -.294 .558 .225 .140 .092 -.201
aqA .128 -.138 .438 .318 .703 -.209 -.022 -.070
arA .667 .091 .086 .503 -.181 .240 .067 .185
asA .158 .220 .108 .253 .113 .121 -.015 .753
atA .715 .225 -.116 .477 .080 .223 -.010 .065
auA .498 .767 -.001 -.008 .239 .037 .146 -.003
avA .088 .117 .768 .078 .189 .182 .369 -.071
awA -.177 .647 .598 .014 .074 .164 .211 -.004
axA .330 .785 .067 .041 -.064 .238 .251 -.080
ayA -.107 .724 .521 .100 .161 .007 .088 .020
azA .069 .768 -.153 .034 .186 .155 .111 .418
baA .196 .666 .062 .118 .079 -.015 .607 .126
bbA .067 .590 .229 -.063 .074 .510 -.097 .186
bcA .524 .296 .193 .294 -.125 .519 .145 -.327
bdA .126 .109 .283 .175 .168 .846 .159 .108
beA .163 .016 .843 .050 .178 .253 -.036 -.024
bfA .446 .031 .066 .070 -.160 .166 .727 -.032
bgA .727 -.134 -.055 .161 -.064 -.123 .244 .475
bhA .566 -.013 .299 -.081 .592 .318 -.143 .189
biA .846 .143 .131 .089 .065 .096 .078 .006
bjA .495 -.104 .588 -.108 .201 .225 -.196 .245
bkA .851 .113 .136 .102 -.035 .066 .062 .003
blA .325 .044 .251 .270 .603 .074 .337 .300
bmA .905 .127 -.135 .016 .098 .045 .221 .067
bnA .889 .149 .099 .089 .094 -.083 .198 -.010
Extraction Method: Principal Component Analysis.
Rotation Method: Varimax with Kaiser Normalization.
a. Rotation converged in 16 iterations.

 Result 05: 8 Dominant Factors have been Identified which are Described in below

Component Number Variables

Competent 1 2. bmA - I am ready to apply technical skills to the tasks required for IR4.0
3. bnA - I am ready to apply soft skills in the tasks required for IR4.0.
4. bkA - I am ready to change my working style for IR4.0
5. biA - I am ready to learn new knowledge provide by the institution regarding IR4.0
6. alA - I am open to feedback and willing to make changes
7. bgA - I know about the Industrial Revolution 4.0 (IR4.0).
8. atA - I have passions for work
Competent 2 1. axA - Somebody else’s happiness makes me feel happy too
2. azA - Among worried people, I become anxious
3. auA - I am positive
4. ajA - I understand how others perceive me
5. ayA - I understand people’s feelings from their behavior
6. ahA - I understand my emotions and how they influence my behavior
Competent 3 1. beA - I can easily adjust to being in just about any social situation
2. avA - I like changes and newness
3. aiA - I am aware of my strengths and weaknesses
Competent 4 1. aoA - I am adaptable

Competent 5 1. aqA - I am dedicated to personal development

Competent 6 1. bdA - I usually take the initiative to introduce myself to strangers

Competent 7 1. bfA - When I am with a group of friends, I am often the spokes‐person for the group

Competent 8 1. asA - I am an initiator

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Volume 10, Issue 2, February – 2025 International Journal of Innovative Science and Research Technology
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 Aim 06: Cluster analysis before Orientation

Table 11 Case Processing Summary

Case Processing Summarya,b
Cases
Valid Missing Total
N Percent N Percent N Percent
27 29.3 65 70.7 92 100.0
a. Squared Euclidean Distance used
b. Average Linkage (Between Groups)

Table 12 Agglomeration Schedule

Agglomeration Schedule
Cluster Combined Stage Cluster First Appears
Stage Cluster 1 Cluster 2 Coefficients Cluster 1 Cluster 2 Next Stage
1 17 21 .650 0 0 7
2 12 24 .711 0 0 8
3 3 9 .918 0 0 14
4 1 28 .982 0 0 12
5 2 19 1.096 0 0 8
6 5 14 1.102 0 0 15
7 8 17 1.222 0 1 16
8 2 12 1.344 5 2 16
9 7 26 1.442 0 0 14
10 16 22 1.616 0 0 18
11 4 10 1.643 0 0 13
12 1 15 1.866 4 0 13
13 1 4 2.239 12 11 17
14 3 7 2.285 3 9 18
15 5 27 2.286 6 0 22
16 2 8 2.429 8 7 17
17 1 2 3.678 13 16 19
18 3 16 4.102 14 10 20
19 1 13 4.872 17 0 21
20 3 11 5.318 18 0 25
21 1 25 6.323 19 0 22
22 1 5 6.906 21 15 24
23 20 23 7.259 0 0 26
24 1 18 8.532 22 0 25
25 1 3 11.264 24 20 26
26 1 20 25.139 25 23 0

Fig 4 Agglomeration Schedule Coefficients

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Volume 10, Issue 2, February – 2025 International Journal of Innovative Science and Research Technology
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Fig 5 Dendrogram before orientation

 Result 06: No. of cluster has been identified as 11

No. of cluster = No. of classes – No. of stage (Step of Elbow) = 27 -16 = 11

 Aim 07: Cluster analysis after orientation

Table 13 Case Processing Summary

Case Processing Summarya,b
Cases
Valid Missing Total
N Percent N Percent N Percent
28 30.4 64 69.6 92 100.0
a. Squared Euclidean Distance used
b. Average Linkage (Between Groups)

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Volume 10, Issue 2, February – 2025 International Journal of Innovative Science and Research Technology
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Table 14 Agglomeration Schedule
Agglomeration Schedule
Cluster Combined Stage Cluster First Appears
Stage Cluster 1 Cluster 2 Coefficients Cluster 1 Cluster 2 Next Stage
1 14 24 .120 0 0 2
2 2 14 .300 0 1 11
3 19 25 .421 0 0 6
4 4 5 .440 0 0 9
5 6 17 .530 0 0 11
6 19 21 .610 3 0 10
7 10 23 .703 0 0 19
8 13 28 .791 0 0 10
9 1 4 .796 0 4 12
10 13 19 .897 8 6 13
11 2 6 .996 2 5 14
12 1 12 1.223 9 0 15
13 7 13 1.241 0 10 14
14 2 7 1.452 11 13 20
15 1 16 1.587 12 0 20
16 3 9 1.631 0 0 22
17 20 22 1.991 0 0 21
18 8 15 2.256 0 0 21
19 10 11 2.281 7 0 24
20 1 2 2.409 15 14 23
21 8 20 3.342 18 17 25
22 3 26 4.218 16 0 26
23 1 27 4.223 20 0 24
24 1 10 5.170 23 19 25
25 1 8 5.676 24 21 27
26 3 18 15.555 22 0 27
27 1 3 18.134 25 26 0

Fig 6 Agglomeration Schedule Coefficients

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Fig 7 Dendrogram after Orientation

 Result 06: No. of Cluster has been Identified as 8

No. of cluster = No. of classes – No. of stage (Step of Elbow) = 28 -20 = 8

VI. DISCUSSION

Research Questions Answers Based on Study Findings

Does Emotional Intelligence (EQ) significantly impact the Yes, it has a significant impact.
4IR readiness of TVET students for the Light Engineering
Sector in Bangladesh?
What constitutes Emotional Intelligence (EQ)? Self-awareness, self-management, self-motivation, empathy,
and social skills make up EQ. These are the key components,
and the variables under these components are described in
Annexure 01.
What is the current Emotional Intelligence (EQ) level among The present level of Emotional Intelligence (EQ) is quite low.
TVET students?
Are TVET students ready to face the 4IR? No, they are not prepared from the social and psychological
perspective.

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What are the dominant factors responsible for 4IR readiness at Eight dominant factors have been identified and are shown in
most? Result 5.

Does a short orientation of EQ change TVET student’s Yes, according to the paired test results, the short orientation
attitude towards 4IR readiness? on EQ changed TVET students’ attitudes toward 4IR
readiness. The number of clusters also decreased after the
orientation. At the same time, the number of dominant factors
is decreasing after the orientation.

VII. IMPLICATIONS OF THE FINDINGS in TVET students before they enter the job market, it will be
highly beneficial because technical skills can be taught
The study can capture the interest of policymakers from anytime and anywhere, whereas EQ requires a consistent
both industry and educational institutions. Based on the process of development over time.
findings, the TVET curriculum can be revised. Social and
psychological skills training can be offered to TVET students. REFERENCES
The training duration could be extended to better prepare
students for the Fourth Industrial Revolution. By the time [1]. Campa, R. (2020). Fourth industrial revolution and
they graduate, TVET students can build a foundation in emotional intelligence: A conceptual and
emotional intelligence. scientometric analysis. Changing Societies &
Personalities. 2020. Vol. 4. Iss. 1, 4(1), 8-30.
VIII. LIMITATIONS OF THE STUDY [2]. Hashim, S. (2024). Students’ Soft Skills and Their
Readiness Towards Industrial Revolution in Technical
 The Study has the Following Limitations: and Vocational Education and Training (TVET): A
Malaysian Sight. Online Journal for TVET
 Focuses solely on TVET diploma engineering students Practitioners, 9(1), 37-51.
 Sample size consists of 28 [3]. Admin. (2021, April 13). The importance of emotional
 Conducted within Dhaka city intelligence in Engineering - The Global Scholars. The
 Survey questionnaires are based on existing literature Global Scholars. https://theglobalscholars.com/the-
 In-depth expert interviews were not conducted importance-of-emotional-intelligence-in-engineering/
 Due to time constraints, a brief orientation on EQ was [4]. Borrageiro, K., & Mennega, N. (2023, May). Essential
provided Skills Needed in the Fourth Industrial Revolution
(4IR): A Systematic Literature Review. In 2023 IST-
IX. RECOMMENDATIONS Africa Conference (IST-Africa) (pp. 1-13). IEEE.
[5]. Prapti, Mashiat & Miah, Md Rafid. (2024). 4IR and
 The Recommendations are as Follows Bangladesh: Are We Ready?. 1. 54-68.
[6]. Digital, B. (2024, April 17). Light engineering
 Provide training on emotional intelligence (EQ) to TVET industry in Bangladesh. BBF Digital.
https://bbf.digital/light-engineering-industry-in-
students at graduation time.
bangladesh
 Offer EQ training to technicians in the light engineering
[7]. Majumder, S., & Dey, S. (2020). Light engineering
sector.
industry sector in Bangladesh: Challenges and
Prospects. The Cost and Management, 48(1), 46-57.
X. CONCLUSION
[8]. Riemer, M. J. (2003). Integrating emotional
intelligence into engineering education. World
The readiness of TVET graduates for the Fourth
Transactions on Engineering and Technology
Industrial Revolution (4IR) is largely governed by Emotional
Education, 2(2), 189-194.
Intelligence (EQ). The effective use of advanced technology
[9]. Fadel, N. S. M., Ishar, M. I. M., Jabor, M. K., Ahyan,
in the light engineering sector depends on the engineers' EQ.
N. A. M., & Janius, N. (2022). Application of soft
TVET students are the future leaders of this sector, making it
skills among prospective TVET teachers to face the
crucial to equip them with the right skill sets. While TVET
industrial revolution 4.0. Malaysian Journal of Social
graduates excel in technical skills, they have limited
Sciences and Humanities (MJSSH), 7(6), e001562-
opportunities to train with 4IR technology-enabled machines.
e001562.
Emotional Intelligence (EQ) does not require modern
[10]. Rahman, L. Fourth Industrial Revolution and
machinery, but rather a trainer with a structured module,
Preparedness Required for the 21st Century
along with sufficient time for course duration. If we instill EQ
Managers.

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ANNEXURE 01: MEASURES OF EMOTIONAL INTELLIGENCE

 Self Awareness

 I understand my emotions and how they influence my behavior

 I am aware of my strengths and weaknesses
 I understand how others perceive me
 I can accurately assess my abilities and performance
 I am open to feedback and willing to make changes

 Self Management

 I manage time wisely

 I manage stress easily
 I am adaptable
 I am good at decision making
 I am dedicated to personal development

 Self_Motivation

 I committed to my goals
 I am an initiator
 I have passions for work
 I am positive
 I like changes and newness

 Empathy

 Being together with a sad person, I feel sad too

 Somebody else’s happiness makes me feel happy too
 I understand people’s feelings from their behavior
 Among worried people, I become anxious
 Seeing a person is made surprised, I feel excited too

 Social Skills

 I love to socialize
 I can be comfortable with all types of people young and old, rich and poor
 I usually take the initiative to introduce myself to strangers
 I can easily adjust to being in just about any social situation
 When I am with a group of friends, I am often the spokes‐person for the group

 4IR_Readiness

 I know about the Industrial Revolution 4.0 (IR4.0).

 I am ready to adapt to changes during IR4.0.
 I am ready to learn new knowledge provide by the institution regarding IR4.0.
 I am ready to do my tasks in an innovative way to face IR4.0.
 I am ready to change my working style for IR4.0.
 I am ready to attend training provided by the institute to thrive in IR4.0.
 I am ready to apply technical skills to the tasks required for IR4.0.
 I am ready to apply soft skills in the tasks required for IR4.0.

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