a. khamseh

With the emergence of Industry 4.0 at the beginning of the 21st century and the introduction of technologies related to it such as Internet of Things, virtual reality, augmented reality, big data, automatic robots, etc., many developments took place, the results of which also affected the field of education and gave birth to a concept called education 4.0. Students affected by this concept in the near future should acquire the capacity to learn and develop skills in the real and virtual world and technologies such as virtual reality, augmented reality and cyber-physical technologies and their integration with the classroom become doubly important in these conditions, so that today many schools in the world use this technology to achieve the goals of education 4.0. They consider them essential in their educational programs. Therefore, knowing, choosing appropriate technology and using it in schools can facilitate the path of education and training of students in the field of learning. Since many of the technologies of Industry 4.0 are emerging and are in the stage of increasing growth, it is important to pay attention to the technology transfer process and its first stage, i.e., the selection and acquisition phase. Therefore, the purpose of the current research is to investigate the background of the studies and introduce some of these technologies, explain some of their applications, and identify the factors affecting the selection of the appropriate technology for the acquisition of priority technology in the studied school.

The study adopted a mixed-methods approach (qualitative-quantitative) and at first by searching documents, books and articles, with mata-synthesis method, 13 factors affecting the choice of Industry 4.0 technologies to be used in the school were extracted. The participants of this research included the girls in an educational complex located in Tehran and the time of the research was the academic year of 1400-1401. Also, according to the upcoming requirements in the short-term period of 5 years, as well as by reviewing the articles and opinions of system experts, 5 technologies from the industry 4.0 (Internet of Things, digital twin, virtual reality, augmented reality and automatic robots) were selected and then, using the Fuzzy TOPSIS method, the expert opinion of seven experts, who were selected in a purposeful way for this research, was elicited regarding the priority of choosing selected technologies through the decision matrix questionnaire.

The results of Fuzzy TOPSIS calculations showed that augmented reality technology with a number of 6.836 had the smallest distance from the positive ideal, and by calculating the similarity index and with a final score of 0.522, it had a higher priority among the selected technologies. Moreover, virtual reality technology with a number of 7.654 was the second the option was far from the ideal, and ranked as the second one with a final score of 0.473. Also, Internet of Things technology was ranked as the third one with a final score of 0.459.

According to the findings and based on the thirteen main factors affecting the choice of technology, the use of augmented reality in the classroom environment and its integration with education in the studied school can lead to productivity in the use of this technology and the context it provided for the development of learning capacities in students according to the requirements of education 4.0.