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Education 4.0 is the desired learning strategy that coincides with the fourth industrial revolution. This study aimed to determine the extent of teachers' knowledge, attitudes, beliefs, and instructional practices in the context of Education 4.0. A quantitative descriptive research design using a survey technique was employed. The participants of this study were the basic education teachers of St. Paul University Surigao. The main instrument used to solicit information is a five-part questionnaire adapted from Arpilleda and Mallillin (2020). The statistical tools used in this study were Frequency Count and Percentage Distribution, Mean and Standard Deviation, ANOVA, and Pearson Product Moment Correlation Coefficient. Findings revealed that the Basic Education Teachers of St. Paul University Surigao are fully aware of the nature of the fourth industrial revolution in education who possess a positive attitude towards its demands and accept its principles that the learners are at the center of the future ecosystem focusing on an innovative-producing education. The teacher's age, sex, length of service, and highest educational attainment affects their knowledge, attitudes, beliefs, and instructional practices in the context of Education 4.0. It is recommended that the teachers strengthen their practice of teaching students to interpret data for them to apply their theoretical knowledge to numbers, as this was found to be the lowest indicator among the instructional practices.

This study aims to: (1) develop disruptive learning innovations through the e-generator practice system; (2) testing the feasibility of disruptive learning innovation through the e-generator practice system; and (3) testing the effectiveness of disruptive learning innovations through the e-generator practice system to increase the level of student self-efficacy in the education era 4.0. This study uses the R&D method with the ADDIE model and ends with a quasi-experimental method. Validation with two teams of experts (online learning media experts and learning software experts). Data analysis with hypothesis testing using SPSS 21.0. The results of this study include: (1) developing disruptive learning innovations through the e-generator practice system covering analysis, design, development, implementation, and evaluation; (2) the results of the product feasibility test validation are 90,1% (user benefit aspect), 90,5% (application display aspect), 93,8% (aspect of information novelty), 97,6% (content aspect), 90,6% (aspects of ease of use), 91,5% (aspects of competency achievement); and (3) disruptive learning innovation through the e-generator practice system has been proven to be effective in increasing the level of self-efficacy of students in the education era 4.0 as evidenced by the results of hypothesis analysis

In a robotics scope, an excellent way to test and improve knowledge is through competitions. In other words, it is possible to follow the results in practice, compare them with the development of other teams and improve the current solutions. The Robot At Factory Lite proposal simulates an Industry 4.0 warehouse scenario, applying education through Science, Technology, Engineering, and Mathematics (STEM) methodology, where the participants have to work on a solution to overcome its challenges. Thus, this article presents an initial electromechanical proposal, which is the basis for developing robots for this competition. The presented main concepts aim to inform the possibilities of using the robot’s parts and components. Thus, an idea can be sketched in the participants’ minds, inspiring them to use their imagination and knowledge through the presentation of this model. The authors are grateful to the Foundation for Science and Technology (FCT, Portugal) for financial support through national funds FCT/MCTES (PIDDAC) to CeDRI (UIDB/05757/2020 and UIDP/05757/2020), SusTEC (LA/P/0007/ 2021). The project that gave rise to these results received the support of a fellowship from ”la Caixa” Foundation (ID 100010434). The fellowship code is LCF/BQ/DI20/11780028. info:eu-repo/semantics/publishedVersion

The Internet of Things (IoT) is one of the main foundations of Industry 4.0, providing widespread connectivity of systems and devices, which promotes significant benefits, such as improved performance, responsiveness, and reconfigurability. However, it also brings some security problems, which make these devices and systems vulnerable to cyberattacks, consequently demanding efficient learning and training initiatives to address the challenges regarding the qualification of undergraduate students and active professionals to design more secure systems, as well as to be more aware of cyberthreats during the management and use of them. With this in mind, this paper describes a Capture the Flag competition based on IoT cybersecurity. The participants’ feedback and performance evaluation show that this type of hands-on competition strongly contributes to learning the importance of cybersecurity in IoT-based applications. info:eu-repo/semantics/publishedVersion

Education 4.0 is defined as a student-centered learning model that prepares young for the challenges of the 21st Century, how to deal with emerging technological resources and processes. This case study aimed to encourage 21st Century skills and competencies seen as relevant to Education 4.0, such as teamwork, communication, autonomy, creativity, and innovation. In this study, we analyzed the feedbacks collected to identify which skills were encouraged in undergraduate and graduate students during one semester of the Mobile Robotics discipline, using Project-Based Learning (PBL). Students carried out projects and answered a self-assessment questionnaire about their skills. The qualitative analysis of the case study followed the procedures of the Grounded Theory method. The results indicated that learning based on robotics projects could encourage teamwork, communication, and organization skills.

Education 4.0 contemplates the involvement of emerging technologies like IoT (Internet of Things), Fog and cloud computing. Ubiquitous real-time monitoring in the challenging environment of an educational institution is the key requirement for proper implementation of Education 4.0 around the world. Conspicuously, this research presents a novel monitoring and irregularity detection framework for educational institutions. In this research, acquisition of data while deploying IoT is being suggested in the comprehensive environs of educational institutions. Pre-processing of acquired data for feature extraction is implemented using the Fog-Cloud nodes. Subsequently, the Temporal Chunk (TC), which is articulated with Temporal Data Mining, is further employed to detect irregularities based on SoTL (Set of threshold limits) and HAA (Historical Adversity Approximation). Successively, a Multi-Layered Bi-Directional Long Short Term Memory (M-Bi-LSTM) oriented irregularity prediction model is deployed. Furthermore, a fog-inspired alert generation and reporting module are employed for real-time reporting to notify the concerned stakeholder for in- time preventive action corresponding to a predicted irregularity. To authenticate the proposed framework and to avoid the experimental implementation cost, experimental simulations are performed. The experimental results verify that the proposed framework is capable of performing better in comparison to other contemporary decision-making methods for delay efficiency, data classification, irregularity prediction, and system stability. Moreover, the proposed framework can successfully estimate most of the irregularities in an educational environment and provide support for the proper implementation of Education 4.0 in a proficient and realistic manner.

Las empresas son un pilar fundamental para el crecimiento económico sustentable de los países. Actualmente se nota como las empresas se ven obligadas a adaptarse a los cambios tecnológicos y a la competencia, a fin de lograr un crecimiento económico, una sólida cultura empresarial, un fuerte liderazgo y, una gestión del conocimiento e innovación. Por ello, las empresas no solo deben centrarse en el crecimiento económico, la búsqueda de la máxima producción y beneficio, sino más bien, también buscar lograr además, otros factores que vayan más allá de las mejoras en la economía, la eficiencia, la efectividad, la productividad, la competitividad y, los mejores niveles de liquidez, gestión, solvencia y rentabilidad y; se vean reflejados en el desarrollo del país, la sociedad y el medio ambiente. Es así como en la actualidad se demanda que las empresas contribuyan al desarrollo de territorios sostenibles, es un gran desafío tanto ambiental como de gobernanza, por lo tanto, será necesario fomentar un desarrollos territoriales inclusivos para humanos y para el medio ambiente a fin de salvaguardar el patrimonio natural y cultural de los países. Las empresas de la mano con los gobiernos deben trabajar en conjunto para crear ciudades autosuficientes, resilientes e inteligentes, ayudar a mejorar la infraestructura, como en la eficiencia y la calidad de vida de cada uno de los habitantes. La Facultad de Ciencias Económicas, Administrativas de la Universidad Libre Colombia Seccional Cúcuta, el Grupo de Investigación en Competitividad y Sostenibilidad para el Desarrollo - GICSD – y la Revista Gestión y Desarrollo Libre, convocaron a profesionales, estudiantes, investigadores, académicos nacionales e internacionales, a participar en el VIII Congreso Internacional Ciencias económicas, Administrativas y Contables (CICEAC) “Desarrollo Empresarial y Territorios Sostenibles”. El objetivo del CICEAC fue crear un espacio en las Ciencias Económicas, Administrativas y Contables en torno a la evolución de las organizaciones en el marco de la adaptabilidad y la sostenibilidad a entornos complejos, a fin de promover el dialogo y debate académico que oriente la construcción de competencias para responder a las perturbaciones e inestabilidades propias del entorno actual. El CICEAC 2022 ha ido creciendo, mejorando y abriéndose al mundo. El evento contó con la participación de más de catorce países de Latinoamérica en las distintas modalidades, estos son: México, El salvador, República Dominicana, Honduras, Haití, Costa Rica, Venezuela, Ecuador, Perú, Brasil, Chile, Argentina, Uruguay y Cuba. No hay mejor manera de haber celebrado el día del Administrador de Empresas, generando espacios para la presentación de conferencias, ponencias y presentaciones culturales, a fin de escuchar la disertación y exposición de resultados de investigaciones de sus propios autores. Companies are a fundamental pillar for the sustainable economic growth of countries. countries. Nowadays, it is noticeable how companies are forced to adapt to technological changes and competition in order to achieve economic growth technological changes and competition, in order to achieve economic growth, a solid business culture, strong leadership, knowledge management and innovation. strong leadership, knowledge management and innovation. Therefore, companies must not only focus on economic growth, the pursuit of maximum production and profit, but also on the and profit maximization, but rather, also seek to achieve other factors that go beyond the factors that go beyond improvements in economy, efficiency, effectiveness, productivity, competitiveness and the best levels of liquidity, management, solvency and profitability. and profitability, and are reflected in the development of the country, society and the environment. and the environment. This is how companies are currently required to contribute to the development of sustainable territories. sustainable territories is a great environmental and governance challenge. Therefore, it will be necessary to promote an inclusive territorial development for humans and for the environment in order to the environment in order to safeguard the natural and cultural heritage of the countries. The businesses and governments must work together to create self-sustaining, resilient and smart cities. self-sufficient, resilient and smart cities, helping to improve infrastructure, as well as the efficiency and quality of life in each country. efficiency and quality of life for each and every inhabitant. The Faculty of Economics and Administrative Sciences of the Universidad Libre Colombia, Cúcuta Seccional Seccional Cúcuta, the Research Group on Competitiveness and Sustainability for Development - GICSD - and the Development - GICSD - and the Journal Gestión y Desarrollo Libre, convened professionals, students, researchers, academics, national and international professionals, students, researchers, national and international academics, to participate in the VIII International Congress to participate in the VIII International Congress on Economic, Administrative and Accounting Sciences (CICEAC) Accounting Sciences (CICEAC) "Business Development and Sustainable Territories". The objective of the CICEAC was to create a space in the Economic, Administrative and Accounting Sciences around the evolution of the organizations around the evolution of organizations within the framework of adaptability and sustainability to complex environments, in order to and sustainability to complex environments, in order to promote dialogue and academic debate to guide the construction of and debate that guides the construction of competencies to respond to the perturbations and instabilities of the current and instabilities of the current environment. CICEAC 2022 has been growing, improving and opening up to the world. The event was attended by more than fourteen Latin American countries participated in the different modalities. modalities, these are: Mexico, El Salvador, Dominican Republic, Honduras, Haiti, Costa Rica, Venezuela, Ecuador, Peru, Brazil, Chile, Argentina, Uruguay and Cuba. There is no better no better way to have celebrated the day of the Business Administrator, generating spaces for the conferences, lectures and cultural presentations, in order to listen to the dissertation and and presentation of research results by their own authors. authors.

Due to globalization, business collaborations are made throughout the world. Many industries have started adopting new technologies to make their work easier. Therefore, preparing students for the future workforce is necessary. This can only be achieved only by adopting a new education system. The new education system that supports technologies is known as Education 4.0. Education 4.0, which is sustainable, is a self-based education that adopts AI for learning. Exploring many new technologies and English communication is important for anyone entering the workforce in the future. This study aims at developing Business English communication using Education 4.0. ELSA is one of the applications that supports Education 4.0. The novelty of the current study is that ELSA is used for developing Business English communication. This quantitative study employed a quasi-experimental research design, and a purposive-sampling method was used for selecting the participants. Management students from business schools were selected for this research. Ninety-nine students participated in this study. Later, a pre-test was conducted using a questionnaire. Data were collected and documented. The intervention was carried out for four weeks and adopted Education 4.0. After the intervention period, a post-test was conducted using another questionnaire to check for improvement. The pre-test and post-test data of the participants were compared and analyzed in SPSS using a paired sample t-test. The results showed that listening skills were greatly improved using Education 4.0, which is also important for enhancing other skills, and the participants benefited from using Education 4.0. Moreover, we discuss the study’s limitations, which provides opportunities to conduct future research.

Education is important for sustainable development and drives innovation within national innovation systems. As developed economies move to matured stages of the fourth industrial revolution, the quality of education needs to keep up with the required technological changes brought about by the digital transformation created by these technologies. However, studies on the impact of the digital transformation of the higher education system and its effect on sustainability are few. This study bridged this gap by providing empirical evidence on the subject matter through a synergy of extant studies. The methodology used herein involves a combination of a systematic literature review and a bibliometric analysis. The results of this study show that the digital transformation of the higher education sector is leading to the development of sustainable curriculums, digitalization of the higher education, enhancement of innovation, and an improvement in the performance of students. It also shows that the future of the digital transformation of the higher education sector will include—the advancement of the concept of ‘Education 4.0’, an increase in gamification within the sector, a rise in the use of datafication in decision making, and the integration of artificial intelligence/augmented intelligence to reform higher education.

Novel digital technologies have transformed societies, organizations, and individuals in diverse aspects of daily life, elevating their competency requirements in order to successfully develop, integrate, and generate value. To remain relevant Higher education should provide students with digitally enhanced learning experiences to build their necessary competencies. To progress in this direction, this work proposes a method that can be used to develop digitally enabled experiential learning spaces (DeELS) in engineering education so as to incorporate digital technologies into engineering problem-solving and decision-making activities, as an innovative approach to Education 4.0. Two implementation cases exemplify the digital transformation of these learning spaces in the Lean Thinking Learning Space (LTLS) for undergraduate engineering courses. The exemplification shows how students, through designing, creating and integrating digital/smart kanban systems, execute their learning activities in a DeELS. The results suggest that the students were able to satisfactorily achieve their learning outcomes through the learning experiences. Moreover, new instances of learning experiences for digital transformation were identified within the LTLS. However, future work is required regarding new instances of digital transformation learning experiences in order to make any further inferences or generalizations regarding DeELS and their contribution to competency development.

Unprecedented changes are happening in the way the world works; traditional jobs are being replaced by new ones that need critical skills for workers of the future. Enter the era of ‘Industry 4.0’. In this era, knowledge and skills are paramount for one to stay relevant and remain competitive in the job market. Terms like ‘reskilling’ and ‘upskilling’ reflect the kind of changes that are happening. Thus, it is only natural that the realm of education follows suit, with the construct of ‘Education 4.0’. This research article takes a broadly neutral view of Industry 4.0 and Education 4.0, although both constructs are criticized by certain quarters. In truth, the increasing automation of manual labor and remarkable growth in and expansion of technological developments, all point to an uncertain future for the next generation of future workers. Strategies must be drafted, and initiatives be taken, to ensure young people are not disadvantaged in the near future. This article examines the struggles of a small group of English educators at Malaysian public universities, who are frantically trying to apply Education 4.0 learning technologies to teach this international language to Malaysian students, based on three core research questions. Handicapped with little to no budget, limited technical expertise and no institutional assistance, and facing resistance from traditional educators, the ‘thick’ qualitative descriptions and stories shared by these educators cum learning technologists provide a glimpse into the realities of English teaching and learning at a time of ‘disruptions’ linked to Industry 4.0 and Education 4.0.

Students’ readiness for innovative educational formats is a determining factor that can affect the effectiveness of digital transformations in a higher education institution. Evaluation of students’ innovative readiness for the transition to the University 4.0 model can provide guidance on what actions and policies should be taken to achieve an educational institution’s digital transformation goals. This article aims to study the essential scientific and pedagogical elements that cause the educational format to evolve in the context of advanced technology trends and determine physics students’ innovation readiness for digital learning within the University 4.0 model. The survey was extended to the online forum University 4.0: Prospects for Modernising Approaches to Teaching Physics. The survey results showed the degree of readiness of physics students to implement digital approaches in teaching in four dimensions. Students had a high level of creativity and a positive attitude toward innovative educational activities (M = 3.89); they also had a high level of motivation for digital innovative training and sufficient knowledge of how the training will help them achieve their educational goals and professional and personal competence (M = 3.85); and they had a high level of digital literacy (M = 3.96). The scientific value of this article lies in demonstrating the developed methodology for determining and evaluating the degree of innovative readiness of students in the process of transition to a new educational format University 4.0. This methodology can be used in the process of developing an innovative strategy for organizing the educational process in the conditions of Industry 4.0 taking into account its challenges and opportunities.

The development of Industry 4.0 revolutionising the concept of automation and digitisation in an organisation poses a huge challenge in employee knowledge and skills to cope with the huge leap from Industry 3.0. The high-level digitisation of an organisation requires the workforce to possess higher order thinking skills (HOTS) for the changing job roles matching the rapid technological advancements. The Education 4.0 framework is aimed at supporting the Industry 4.0 skills requirement not only in digital technologies but more towards soft skill development such as collaboration and lifelong learning. However, the education sector is also facing challenges in its transition from Education 3.0 to Education 4.0. The main purpose of the paper is to propose an Agile approach for developing smart classroom teaching strategies that foster employee adaptability with the new learning paradigm of upskilling in line with Industry 4.0. By adopting an exploratory research methodology, the pilot study investigates the implementation of the proposed Agile approach in a higher education setting for graduates to achieve HOTS using smart classroom teaching strategies. This study uses learning theories such as experiential learning in smart classroom environments to enhance students’ HOTS individually as well as collaboratively in an Agile iterative manner. This is the first empirical study carried out for graduates specialising in the Business Analytics skillset required for Industry 4.0. The findings of the pilot study show promising results that pave the way for further exploration and pedagogical insights in this research direction.

This research is a reflection on new challenges in the economy called Industry 4.0, which has brought about revolutionary changes in many areas of life, including education. To fully use the potential of smart products, services and business opportunities that are expected to be widely used in all sectors in the near future, education systems need to be revised to produce the skilled labour force required by this dynamic process. The ability of companies and institutions with a strong IT and technology infrastructure to reflect advanced digital technologies in innovation and production processes requires specific skills, described as 21st-century skills. Education 4.0 should be a response to these challenges with changed learning and teaching paradigms. In this context, we have organised an extensive survey on the relationship between the economy and higher education in Bosnia and Herzegovina. We have created a web questionnaire that contains desirable characteristics of new employees and a set of questions, the analysis of which was used to determine an actual connection between the economy and higher education. After the factor analysis of the questionnaire, we obtained four desirable characteristics of new employees and the assessment of employers on their representation in each individual. We also concluded that the current impact of the economy on the processes of adopting new curricula is very low. We got the impression that higher education and economic development run in parallel, often without any points of contact.

In education, significant changes were noted from lectures and memorization in Education 1.0, internet-enabled learning in Education 2.0, knowledge-producing education in Education 3.0, then to innovative-producing education in Education 4.0. With the changes in education, this study is conducted to determine the extent of teachers’ knowledge, attitudes, beliefs, and instructional practices in the context of Education 4.0. A quantitative descriptive research design using survey technique was employed. The participants of this study were the higher education faculty of St. Paul University System. The main instrument that was used to solicit for information is a researcher-made questionnaire consisting of five (5) parts. Mean and Standard Deviation, Pearson Product Moment Correlation Coefficient, and Multiple Linear Regression Analysis were the statistical tools used in this study. The results showed a positive relationship among the knowledge, beliefs, and attitudes towards Education 4.0. It is further revealed that attitude is significantly correlated to instructional practices. Recommendations are hereby given to address the needs and demands of the Fourth Industrial Revolution in Education., {"references":["Ahmad, I., et al (2013). Effects of Professional Attitude of Teachers on their Teaching Performance: Case of Government Secondary School Teachers in Malakand Region, Khyber Pakhtunkhwa, Pakistan. Journal of Educational and Social Research.","Anderson, J. R. (2005). Cognitive psychology and its implications (6th ed.). New York, NY: Worth Publishers","Ball, D. B.& Lampert, M. (1999). Multiples of Evidence, Time, Perspective: Revising the Study of Teaching and Learning. Issues in Education Research: Problems and Possibilities. NY: Jossey-Bass, pp. 371-398.","Ernest, P. (1989). The knowledge, beliefs, and attitudes of the mathematics teacher: A model. Journal of Education for Teaching.","Fisk, P. (2017). Changing the game of education. Retrieved at https://www.thegeniusworks.com/2017/01/future-education-young-everyone-taught-together/","FICCI Higher Education Committee (2017). Leapfrogging to Education 4.0: Student at the core.","Kalder, R. S., & Lesik, S. A. (2011). A classification of attitudes and beliefs toward mathematics for secondary mathematics pre-service teachers and elementary pre-service teachers: An exploratory study using latent class analysis. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5. Retrieved from http://files.eric.ed.gov/fulltext/EJ962629.pdf.","Khan, I. et al (2017). The relationship of Instructional Beliefs of Teacher Educators with their Classroom Practices in Khyber Pakhtunkhwa. Journal of Applied Environmental and Biological Sciences.","Kutaka, T. & Ren, L.& Smith, W. & Beattie, H. & Edwards, C. & Green, J. & Chernyavskiy, P. & Stroup, W. & Ruth, H. & Lewis, W. (2018). Examining change in K-3 teachers' mathematical knowledge, attitudes, and beliefs: the case of Primarily Math. Journal of Mathematics Teacher Education. https://doi.og/10.1007/s10857-016-9355-x","Organization for Economic Cooperation and Development (2019). Education at a Glance 2019: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/f8d7880d-en","Owen, J. (2018). Preparing your students for the fourth industrial revolution. Retrieved from: https://edtechnology.co.uk/latest-news/preparing-your-students-for-the-fourth-industrial-revolution/","Palak, D. (2004). Teachers' beliefs in relation to their instructional technology practices. Graduate Theses, Dissertations, and Problem Reports. 2608. https://researchrepository.wvu.edu/etd/2608","Romanes, M. & Veniegas, S. (2018). Differences among Generational Groups of Teachers in a Public School District in Their Practice of 21st Century Teaching-Learning Skills.","Salac, R. & Kim, Y. (2016). A Study on The Internet Connectivity in The Philippines. Asia Pacific Journal of Business Review. 1. 67-88. 10.20522/APJBR.2016.1.1.67.","Sener, S. (2015). Examining Trainee Teachers' Attitudes towards Teaching Profession: Çanakkale Onsekiz Mart University Case. Procedia - Social and Behavioral Sciences. 199. 571-580. 10.1016/j.sbspro.2015.07.550.","Thanh, N. (2018). What kind of teachers will continue to flourish in the Fourth Industrial Revolution? Retrieved at: https://namngovas.wordpress.com/2018/04/29/teaching-and-learning-in-the-industrial-revolution-era-4-0/","Truncellito, D. (2007). Epistemology. Internet Encyclopedia of Philosophy. https://iep.utm.edu/epistemo/","Wilkins, J. (2008). The relationship among elementary teachers' content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education. 11. 139-164. 10.1007/s10857-007-9068-2.","World Economic Forum (2016). Mastering the Fourth Industrial Revolution.","World Economic Forum (2020). Schools of the Future Defining New Models of Education for the Fourth Industrial Revolution."]}

Nowadays, Higher Education Institutions (HEI) need to be more inclusive from the methodological vision appropriate used in the classroom. Visual impairment students (VIS) become a challenge for teachers who look for incorporating different learning environments. This challenge increases when teaching and learning process to VIS is related to the English language; due to the absence of educational didactic resources available at the school and the lack of knowledge of appropriate teaching methodologies and strategies to develop the different language skills: listening, speaking, reading and writing that go with the educational process in the acquisition of the English language. In accordance with this problem, this research proposes a novel methodological strategy, based on the usage of meaningful learning with emerging technologies as a main guide for students with visual impairment. Thus, the road map of good practices in the use of this methodology will allow establishing a clear process to achieve students’ active, meaningful and autonomous participation, using the least time in the teaching-learning process of the English language.&nbsp

This article proposes a methodology that addresses the problem that many university professors often have with their students when facing complex engineering problems, causing frustration and desertion (abandonment of the problem to be solved). Although there are antecedents of works that emphasize the relevance of the realistic context in engineering problems and the importance of being structured in solving problems, we did not find measured effectiveness from the study of a group of students. This methodology focuses on engineering problems, in such a way that the decomposition of the problems in four steps responds to the solution process of the profiles of the analyzed subjects. The process followed in the preparation, implementation, validation, and reliability of this methodology is detailed. The experiment was designed to test both the effectiveness and reliability of the methodology. Four control groups for three different courses and periods were analyzed before and after the training of the four-step methodology. The observed factor was the variable score (0–100 points). The statistical analysis comprises descriptive statistics; Normality test for each population group; Paired t-Test/Wilcoxon test, and General linear model ANOVA (2 factors). The statistical analysis and tests show how the groups involved in the experiment obtained a significant benefit when the methodology for academic performance evaluations was applied.

Technological transitions in the education sector of developing economies are faced with a range of barriers, involving resource scarcity, socio-cultural concerns, and issues related to management and policy. The popularity of Industry 4.0 has prompted Education 4.0 (EDUC4), an approach to learning that involves transformation using advanced technologies. While a recent work reported a comprehensive list of barriers to EDUC4 implementation, particularly in developing economies, further analysis to identify those priority barriers remains a gap. Thus, this work addresses this gap by introducing a novel methodological extension of the decision-making trial and evaluation laboratory (DEMATEL) method following the integration of Fermatean fuzzy sets (FFS). The FFS, compared to other fuzzy environments, could capture higher levels of uncertainties that are associated when eliciting judgments necessary for the DEMATEL. Such integration is aided by the maximum mean de-entropy (MMDE) algorithm, which analytically determines the threshold value crucial for constructing the prominence-relation map of the DEMATEL. Following its application in evaluating the implementation of EDUC4 in Philippine universities, the critical barriers are the lack of training resources, costs, insufficiency of available technologies, skills gap of human resources, knowledge gap, and the complexity of the learning platforms. Among this set, barriers related to cost and lack of training resources are deemed the most prominent ones. The statistical test on the impact of addressing the two prominent barriers shows that addressing the barrier related to costs yields statistically more favorable results regarding the mitigation of other EDUC4 implementation barriers. Although these insights may contain idiosyncrasies, they can serve as starting points of discussion in other relevant developing economies. These methodological and practical contributions advance the development of analytical tools under uncertainty that can handle pressing problems such as the EDUC4 implementation.

Education in Mexico has not evolved in the way it is taught and evaluated. In the historical moment that postmodernism enters, it has not been possible to adapt to Information and Communication Technologies(ICT), or rapid technological innovation, or changes and trends in the industry, to the sharing economy or the rise of distance races. In its analysis, an essential deficiency is detected in the current education models, and it is detected that educational freedom is nil or scarce, which has led to poor student performance, high youth unemployment, which cause severe social problems and the economy of the economy. The current government is working closely with the private sector to connect education and promote employment. It is necessary to grant public schools more autonomy, freedom and responsibility. This paper explains how to act so that Mexico can adapt education 4.0 with solid steps to reach society 5.0.

Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic, (ii) relevant to the classroom work, (iii) presented with clear instructions and effective rubrics, (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.

Education 4.0 (EDUC4) was driven by the onset of the Fourth Industrial Revolution (4IR) to meet labor market requirements resulting from learning that is customized, flexible, accessible, and skills-based. As the concept of EDUC4 develops popularity in the education and innovation research domains, various challenges about its implementation have emerged, especially in developing economies. Thus, there is a need to investigate the existing barriers to EDUC4 implementation. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, a systematic literature review of journal articles in the Scopus database was conducted. Of the 299 journal articles generated from the initial search on Scopus, 30 met the inclusion criteria and were included in the review. The content analysis yielded 12 barriers which include cybersecurity threat, costly, skills gap of human capital, apprehensive stakeholders, lack of training resources, lack of collaboration, knowledge gap for the customization of curriculum design, insufficient available technologies, health issues, time constraint for material preparation, complexity of learning platforms, and insufficient foundation of basic education. They were then associated with seven themes for better operationalization in Higher Education Institutions (HEIs): (1) human resources, (2) infrastructure, (3) financial, (4) linkages, (5) educational management, (6) learners, and (7) health and environment. Finally, a theoretical predictive model was constructed to present the causal relationships in modeling the problems associated with implementing EDUC4. The insights generated from this work offer both theoretical and practical perspectives for stakeholders of HEIs in the implementation of EDUC4 in developing economies.

Education 4.0 demands a flexible combination of digital literacy, critical thinking, and problem-solving in educational settings linked to real-world scenarios. Haptic technology incorporates the sense of touch into a visual simulator to enrich the user’s sensory experience, thus supporting a meaningful learning process. After developing several visuo-haptic simulators, our team identified serious difficulties and important challenges to achieve successful learning environments within the framework of Education 4.0. This paper presents the VIS-HAPT methodology for developing realistic visuo-haptic scenarios to promote the learning of science and physics concepts for engineering students. This methodology consists of four stages that integrate different aspects and processes leading to meaningful learning experiences for students. The different processes that must be carried out through the different stages, the difficulties to overcome and recommendations on how to face them are all described herein. The results are encouraging since a significant decrease (of approximately 40%) in the development and implementation times was obtained as compared with previous efforts. The quality of the visuo-haptic environments was also enhanced. Student perceptions of the benefits of using visuo-haptic simulators to enhance their understanding of physics concepts also improved after using the proposed methodology. The incorporation of haptic technologies in higher education settings will certainly foster better student performance in subsequent real environments related to Industry 4.0.

The paper looks back across dominant ways of delivering Higher Education until the present day and then looks forward. There is an approximate continuum described from Education 1.0 through 2.0 to 3.0. Education is mapped onto the emergence and development of the Web and the revolutions known as ‘Industrial’ over the last 250 years. Then some foresight is deployed with the particular lens of graduates’ employment prospects and contributions to the future – dubbed ‘Education 4.0’. The paper hopes to stimulate dialogue and promote preparedness and innovation for more changes arriving fast over Higher Education’s wider horizons.

Proceeding of: Tenth IEEE Global Engineering Education Conference (EDUCON 2019), 9-11 April, 2019, Dubai, UAE. Technology is advancing at an ever-increasing speed. The backend capabilities and the frontend means of interaction are revolutionizing all kinds of applications. In this paper, we analyze how the technological breakthroughs seem to make educational interactions look smarter and more human. After defining Education 4.0 following the Industry 4.0 idea, we identify the key breakthroughs of the last decade in educational technology, basically revolving around the concept cloud computing, and imagine a new wave of educational technologies supported by machine learning that allows defining educational scenarios where computers interact and react more and more like humans. The authors would like to primarily acknowledge the support of the eMadrid Network, which is funded by the Madrid Regional Government (Comunidad de Madrid) with grant No. S2018/TCS-4307. This work has also received partial support from FEDER/Ministerio de Ciencia, Innovación y Universidades-Agencia Estatal de Investigación through Project RESET (TIN2014-53199-C3-1-R) and Project Smartlet (TIN2017-85179-C3-1-R). Partial support has also been received from the European Commission through Erasmus+ projects, in particular, projects COMPASS (Composing Lifelong Learning Oppor-tunity Pathways through Standards-based Services, 2015-1-EL01-KA203-014033), COMPETEN-SEA (Capacity to Organize Massive Public Educational Opportunities in Universities in Southeast Asia, 574212-EPP-1-2016-1-NL-EPPKA2-CBHE-JP), LALA (Building Capacity to use Learning Analytics to Improve Higher Education in Latin America, 586120-EPP-1-2017-1-ES-EPPKA2-CBHE-JP), and InnovaT (Innovative Teaching across Continents: Universities from Europe, Chile, and Peru on an Expedition, 598758-EPP-1-2018-1-AT-EPPKA2-CBHE-JP). UNESCO Chair "Scalable Digital Education for All" at Universidad Carlos III de Madrid is also gratefully acknowledged. Publicado

Nowadays, engineering students have to improve specific competencies to tackle the challenges of 21st-century-industry, referred to as Industry 4.0. Hence, this article describes the integration and implementation of Education 4.0 strategies with the new educational model of our university to respond to the needs of Industry 4.0 and society. The TEC21 Educational Model implemented at Tecnologico de Monterrey in Mexico aims to develop disciplinary and transversal competencies for creative and strategic problem-solving of present and future challenges. Education 4.0, as opposed to traditional education, seeks to provide solutions to these challenges through innovative pedagogies supported by emerging technologies. This article presents a case study of a Capstone project developed with undergraduate engineering students. The proposed structure integrates the TEC21 model and Education 4.0 through new strategies and laboratories, all linked to industry. The results of a multidisciplinary project focused on an electric vehicle racing team are presented, composed of Education 4.0 elements and competencies development in leadership, innovation, and entrepreneurship. The project was a collaboration between academia and the productive sector. The results verified the students’ success in acquiring the necessary competencies and skills to become technological leaders in today’s modern industry. One of the main contributions shown is a suitable education framework for bringing together the characteristics established by Education 4.0 and achieved by our educational experience based on Education 4.0.

Small and medium-sized enterprises (SMEs) in Europe risk their competitiveness if they fail to embrace digitalization. Indeed, SMEs are aware of the need to digitalize—more than one in two SMEs are concerned that they may lose competitiveness if they do not adopt new digital technologies. However, a key obstacle is related with decision-makers’ lack of awareness concerning digital technologies potential and implications. Some decision-makers renounce digital transition simply because they do not understand how it can be incorporated into the business. Take into account this common reality, especially among SMEs, this research project intends to identify the skills and subjects that need to be addressed and suggests the educational methodology and implementation strategy capable of maximizing its success. Therefore, and supported by a focused group research methodology, an innovative training program, oriented to decision-makers, was designed and implemented. The program was conceived based on a self-directed learning methodology, combining both asynchronous lecture/expositive and active training methodologies, strongly based on state-of-the-art knowledge and supported by reference cases and real applications. It is intended that the trainees/participants become familiar with a comprehensive set of concepts, principles, methodologies, and tools, capable of significantly enhancing decision-making capability at both strategic and tactical level. The proposed programme with a multidisciplinary scope explores different thematic chapters (self-contained) as well as cross-cutting thematic disciplines, oriented to the Industry 4.0 and digital transformation paradigm. Topics related with Digital Maturity Assessment, Smart Factories and Flexible Production Systems, Big Data, and Artificial Intelligence for Smarter Decision-Making in Industry and Smart Materials and Products, as well as new production processes for new business models. Each thematic chapter in turn is structured around a variable set of elementary modules and includes examples and case studies to illustrate the selected topics. A teaching-learning methodology centered on an online platform is proposed, having as a central element, a collection of videos complemented by a set of handouts that organize the set of key messages and take-ways associated with each module. In this paper, we present the design and practice of this training course specifically oriented to decision-makers in SME.

Education 4.0 is a new paradigm in educational context in which it focuses on the innovation and maximizes the use of information, internet, and technology. This new paradigm is currently promoted in many subjects, including English subjects in English Education Study Program of Universitas Tidar. One of the subjects that promote Education 4.0 is English for Survival. Therefore, this study reports to explore the challenges in promoting Education 4.0 in English for Survival classes. This study uses qualitative research in the form of case study. The participants of this study are the lecturers and the students of English for Survival classes. The instruments of data collection are questionnaire and interview. The finding shows that three challenges revealed in promoting Education 4.0 in which they cover lecturer’s teaching technique, students’ speaking skill, and facilities. Besides, the lecturers and the students need to highlight those challenges and solve those problems. All in all, against all the odds of promoting Education 4.0, the lecturers and students need to apply Education 4.0 in order to help the students to compete in the era of 4.0. Keywords: Education 4.0, speaking, autonomous learning, perceptions

In recent years, there has been significant development in the area of implementation of digitization, information systems and new technologies into production. This has led to the emergence of a new industrial revolution, known as Industry 4.0. This revolution will allow for increased labor productivity, with significant changes in the labor market. The requirements for qualifications and skills of employees will increase. This will also affect changes in the education system because the qualification of alumni will be also very important for future smart factory. The qualification of alumni is result of universities study programs that must be alignment with requirements of concept Industry 4.0. For this reason, the main aim of this article is description of requirements for qualification of employees within Industry 4.0 and a description of the study program.