IoT: A Bridge Between Campus and the Industrial World
Digital transformation is no longer merely a concept but has become a reality reshaping how people work, communicate, and conduct daily activities. Technology is now embedded in various interconnected devices communicating through the internet, not limited to computers and smartphones.
This shift has introduced a new paradigm in technology known as the Internet of Things (IoT). This concept enables various physical devices—from sensors and industrial machinery to household appliances—to connect and exchange data automatically via the internet.
The term IoT was first introduced by Kevin Ashton in 1999. Ashton explained that IoT enables computers to observe and understand the real world through sensors without constant reliance on human intervention. In other words, the physical world can connect directly with digital systems. Since then, IoT development has progressed rapidly.
Research by Luigi Atzori, Antonio Iera, and Giacomo Morabito published in Computer Networks (2010) describes IoT as a technology paradigm enabling integration of the physical world with global information networks through sensor systems and smart devices.
This development has also become an important foundation of the Fourth Industrial Revolution. According to Klaus Schwab, founder of the World Economic Forum, the fourth industrial revolution is characterised by the integration of digital, physical, and biological technologies, transforming how people work and interact.
In this context, the ability to understand and develop connectivity-based technologies such as IoT has become a crucial competency in the employment landscape. A 2015 McKinsey Global Institute report even projected that IoT technology could generate global economic impact of up to $11 trillion US annually by 2025 through improved efficiency, productivity, and innovation across various industrial sectors.
This reality presents a challenge for higher education. Universities must not only produce graduates who understand information technology theory but also develop technological solutions relevant to industry requirements.
This underscores the importance of curricula adaptive to global technological developments. One example is the Informatics programme at Universitas Bina Sarana Informatika (UBSI) Pontianak campus, which has made Internet of Things a flagship course offering.
Through this course, students are introduced to basic IoT concepts and engaged in designing and developing smart device systems directly. Students learn to utilise sensors, microcontrollers, and the internet to build data-driven monitoring systems.
This learning approach provides practical experience essential in preparing students for an increasingly technology-based industrial world.
The application-focused learning method also creates opportunities for students to develop various technological innovations relevant to community needs.
In regions such as West Kalimantan, for instance, IoT technology can be utilised across various sectors including sensor-based agriculture, water quality monitoring in fisheries, and environmental monitoring systems.
Mastery of technologies like IoT not only enhances graduate readiness for employment but also opens avenues for emerging digital innovators and entrepreneurs.
Ultimately, the future of technology is determined not merely by how rapidly technology develops but also by humanity’s ability to utilise it creatively and productively. Higher education institutions play an important role in preparing such generations.
With adaptive curricula and application-focused learning, campuses can become spaces where technological innovation flourishes and subsequently contributes to society. Indeed, the next major technological innovation may well emerge from a small classroom at an excellent private campus in Pontianak.