教育領導更新；創新與轉型的新思維教育4.0的觀點

New Thinking of Update, Innovation, and Transformation on Education Leadership: The Perspectives of Education 4.0

教育4.0不僅成為工業4.0的人力資源培育的重要場域與實踐，更是成為工業4.0帶來的數位及資訊通信科技應用的範疇與受惠者。教育4.0的脈絡與架構分別從教學在資訊通信科技的應用，跨學科知識領域的整合，培養學生終身學習素養，人工智能成為輔助教育工具，大數據分析的教育應用等面向建立。大學教育領導的更新、創新與轉型思維著重於領導者省思以自我更新促進領導力提升，營造創意與創造文化的鼓勵創新，追求多元轉型方式提高教育價值。對於教育4.0脈絡整合大學領導思維模式，可展現於全球化科技與學習整合，網絡教學課程開放有效建立，教育領導與科技進行跨學科知識領域的整合，將人口與工業4.0需求融入大學的教育系統實施，領導者與教師間的角色及領導能力共同培養與提升，培養學生終身學習素養須從學生自我領導能力導入，領導者基於人性的教育需求與態度善用人工智能輔助功能。大學即是教學、研究與服務融入的平台與管道，亟需經營與創造優質教學與學習互聯網環境。

The context and framework of Education 4.0 are established from the application of teaching in ICT, the integration of interdisciplinary knowledge fields, the cultivation of students' learning and learning skills, the use of auxiliary education tools, and the educational application of big data analysis. The update, innovation and transformational thinking of university education leaders needs leaders to reflect on self-renewal to promote leadership enhancement, create creativity and creative culture to encourage innovation, and pursue multiple transformation methods to increase value. For Education 4.0, the integration of university leadership thinking mode can be embodied in the integration of global technology and learning, open and effective online teaching courses are established, education leadership and technology integrate interdisciplinary knowledge fields, population and Industry 4.0 needs transform the implementation of the university’s education system. The role and leadership abilities of leaders and teachers are jointly cultivated and improved. The cultivation of student learning must be imported from the self-leadership ability of students. Leaders are based on the educational needs of human nature and the ability to make good use of artificial intelligence. Platforms and channels, operating and creating a high-quality teaching and learning Internet environment.