Abstract:
Abstract. Learning analytics has not been extensively used yet as necessary tools in the management and operation of public universities in Malaysia. Massive amount of data been created and collected on students at the faculty but mostly remain dark and unexplored. Generating many reports, having lots of alerts or dashboards does not make a faculty datadriven. To be smart, a faculty must utilize technology to enable and support better planning and decision-making, and to be data-driven, a faculty must have analytics to drive actions for value. This paper intends to explore the impact of IR 4.0 in the field of education and research into the possibility on how a university or a faculty can adapt to IR 4.0 and function in the big data environment. It will present the concept of Education 4.0, data-driven education and learning analytics. To transform, universities must rethink the current teaching practices and then redesign learning to suit future demand. This is discuss next. Finally, it summarizes the roles that educators 4.0 should play in Education 4.0
