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Global education systems are undergoing a revolution due to the swift progress of technology. In order to improve student learning, this new educational environment dubbed Education 4.0 combines cutting-edge teaching strategies with digital technologies. Few research studies have been done on Education 4.0 despite its potential, especially in Mindanao, Philippines. This study sought to ascertain faculty members' awareness, readiness, and digital competence in relation to Education 4.0 at higher education institutions (HEIs) in Region XII. The variables and their relationships were investigated using a descriptive-correlational research design in this study. Three hundred forty-six (346) faculty members who were chosen at random took part in the study by answering a questionnaire. ANOVA, Spearman's rho, and mean scores were used in the quantitative analysis. According to the results, faculty members at HEIs demonstrate a high level of awareness (M=3.94; SD=0.85), readiness (M=3.67; SD=0.93), and digital competence (M=3.79; SD=0.90) with respect to Education 4.0. Digital competence and awareness showed a significant strong positive correlation (rs=0.6539; p-value = 0.0000), while readiness and awareness showed a significant moderate positive correlation (rs=0.5670; p-value = 0.0000). There are significant differences in higher education institutions' awareness (F=1.8219; p-value=0.0130), readiness (F=3.2062; p-value=0.0000), and digital competence (F=1.8025; pvalue= 0.0144). These results imply that the Commission on Higher Education (CHED) might identify the importance of Education 4.0 and give it top priority when integrating it into local HEI initiatives. CHED acknowledges and supports this revolutionary change by recognizing the need for strategic direction, allocating required funds, and establishing policies that encourage the successful implementation of Education 4.0. [ABSTRACT FROM AUTHOR]

Industrial Revolution 4.0 is fundamentally changing the economy, the labor market, and the requirements for training professionals. The Concept of Education 4.0 and the Model of the University 4.0 link the requirements of the new industry and the information economy with the development and transformation of education. The study purpose is to identify areas for growth and areas of research excellence in the field of university readiness for the transition of the University 4.0 Model. The study is based on the method of systematic review. The study sample included initially 8389 research articles from the Scopus, World of Science, and Google Scholar databases, from which duplicate sources were filtered and 128 articles relevant to the research area of knowledge were selected. As a result of the algorithmic and human-assisted identification of the main research domains, it was found that the transformation of education toward University 4.0 is actively developing and has reached a peak in terms of the number of publications in 2022; discovery of significant differences in the processes of transformation of university education in different countries and the manifestation of special forms of digital inequality; the crucial role of distance learning and the formation of a digital environment for the transformation toward the University Model 4.0; and the greatest attention to the level of readiness of students and teachers to the processes of transformation of education. The significance and novelty of the study lies in closing the research gap of reviews of this field of research and predicting further research. [ABSTRACT FROM AUTHOR]

Remote laboratories are essential in addressing access and quality challenges in technical education. They enable students from various locations to engage with real equipment, overcome geographic and economic constraints, and provide solutions during crises, such as pandemics, when in-person learning is limited. As a key element of Education 4.0, remote labs promote technical skill development, enhance engineering education, and support diverse learning approaches. This study presents a remote laboratory based on Field Programmable Gate Arrays (FPGAs), developed using a waterfall methodology integrating IoT and Cloud Computing technologies to facilitate close interaction between hardware and software. The lab focuses on controlling DC, servo, and stepper motors, allowing students to apply theoretical concepts such as digital signals, pulse-width modulation (PWM), and data representation in bits in a practical setting. The testing phase involved 50 robotics and mechatronics engineering students who participated in hands-on sessions for one month, followed by a structured survey evaluating their experience, interaction, and the educational relevance of the platform. The survey shows high student satisfaction, highlighting the platform's strengths and identifying areas for improvement. The results also underscore the system's potential to significantly enhance the educational experience in remote environments, aligning with the United Nations Sustainable Development Goals (SDGs). [ABSTRACT FROM AUTHOR]

The integration of practical, laboratory‐based training in STEM education is of paramount importance. However, traditional methods may prove inadequate in addressing the evolving demands of Industry 4.0. The CrossLab project represents a transformative approach, whereby a modular, interdisciplinary, and cross‐institutional digital laboratory environment is created. This initiative enhances the flexibility, scalability, and collaborative potential of laboratory experiences, thereby equipping students with essential skills in digital literacy, data analysis, and interdisciplinary collaboration. The CrossLab framework represents a novel approach that effectively integrates traditional and digital methods, thereby preparing students for the complexities of Industry 4.0. [ABSTRACT FROM AUTHOR]

As a young class of socio‐technical systems, Augmented Reality (AR), which enriches the real world with virtual information, is becoming increasingly important. It offers a variety of possibilities in the areas of education and training. Here, interactive and immersive learning experiences increase motivation and learning success. AR also enables the specific support of workers in the production environment. When dealing with complex tasks, AR applications help workers to increase efficiency and quality. Based on the developments of the BMBF collaborative project KORESIL, this paper contains an overview of the current application scenarios of AR in teaching and industry. The outlook provides an analysis of this technology's potential and identifies current challenges in hard‐ and software. [ABSTRACT FROM AUTHOR]

The emergence of new technologies has developed a new industrial need for engineering graduate students. This modern industry needs a modern educational framework to support further development. This research revolves around developing the learning methodological approach for university courses that aligns with Education 4.0 and can fulfill the essential knowledge requirements for future engineers in Industry 4.0. We used a constructive approach as a baseline methodology already proven in the field of engineering education. On the other hand, we modified this approach by implementing Industry 4.0 standards, such as Agile methodology, DevOps tools, and Artificial intelligence chatbots. In this way, we managed to establish one more step in the digital transformation of education as one of the paramount cornerstones of Industry 4.0. As a result, during the course, Agile methodology and DevOps tools created a learning environment very similar to the real software development environment in companies. The efficiency of the delivery of the learning material also increased by implementation and integration of AI chatbots. This was tracked by the number of projects developed during course implementation. The study showed that in the field of education, the implementation of novel approaches developed in the industry to increase efficiency can be implemented in the educational environment. It also showed that the implementation of those methodologies does not hinder but improves the efficiency of the educational cycle. [ABSTRACT FROM AUTHOR]

The world around us is evolving due to Industrial Revolution 4.0. This revolution is driving the present‐day education, that is, Education 3.0–creative education towards Education 4.0, that is, industry‐centric education. The present academic environment in India is in the process of developing an educational ecosystem, which will incorporate equal access to education for all stakeholders and promote critical thinking, digital literacy, global awareness and scientific reasoning to name a few. Accordingly, it has become prudent to develop and validate a mechanism for assessing the various steps being taken to realign students to Education 4.0. This study involved 300 undergraduate, postgraduate, and PhD students from eight different schools across diverse program and course outcomes, who were asked to respond to a questionnaire on their own accord. The Pearson product‐moment correlation test was used to statistically analyse the obtained responses. The test results showed that the questions were logical and valid, with a significance level of 0.0115. Furthermore, the reliability of the mechanism was also assessed using Cronbach's α score. This study indicated that three aspects—learning preferences, contribution of learning to knowledge, skills, and personal development, and time spent on learning and nonacademic activities—exhibited high reliability However, two aspects—the emphasis on mental functions and reading and writing—indicated to be of moderate reliability. Thus, it could be said that the questionnaire developed in this study was both reliable and valid for assessing the mechanism being undertaken to realign students to Education 4.0. [ABSTRACT FROM AUTHOR]

In the era of digitalisation, the construction industry is fast embracing digital technology, which evolved from Industry 4.0 (fourth industrial revolution [4IR]). Built environment programmes (BEPs) are expected to meet the needs of the digitalisation era via Education 4.0. Education 4.0 aims to transform education's future with diverse digital automation and innovative paedagogical procedures. Studies concerning Education 4.0 in Nigeria's BEPs are scarce. Hence, this study aims to appraise Education 4.0 and investigate the perceived issues facing implementing Education 4.0 in Higher Education Institutions (HEIs), using BEPs as a case study. The findings intend to improve Education 4.0 implementation practices in BEPs. Data were sourced from 40 participants across Nigeria for better coverage and representation via a semi-structured interview approach. The participants were knowledgeable about Education 4.0 and Nigeria's BEPs. This study adopted a thematic analysis of the virtually collected data and presented the findings in themes. This study shows that Education 4.0 implementation in Nigeria's BEPs is lax and should be overhauled to improve achieving Sustainable Development Goal 4 (SDG 4)—quality education—and other related SDGs. The findings reveal that improved Education 4.0 can enhance the achievement of SDG 4. The findings cluster the perceived 18 hindrances facing Education 4.0 implementation into three main groups. Also, the findings proffer feasible measures to improve Education 4.0 implementation in Nigeria's HEIs, using BEPs as a case study, via improved transformative competencies, technological advancement, innovative paedagogical procedures, and stakeholders' collaboration to improve achieving SDG 4. The proposed framework could assist in creating new values and transforming the students' BEP competencies via stakeholder collaboration and Education 4.0 for the private sector (future talents' beneficiary), thus fostering their employability. [ABSTRACT FROM AUTHOR]

Recent years have seen the rise of Artificial Intelligence (AI) powered generative chatbots, such as OpenAI's ChatGPT or Microsoft's Copilot. These tools have simultaneously positively surprised and taken aback people worldwide, raising the question of whether they can or should be used in education, as well as how to properly guide students and teachers on using them safely and ethically. To this end, this work provides (i) a brief overview of the current applications of AI in Higher Education (HE), (ii) a discussion of the ethical and societal concerns associated with the usage of AI models, (iii) the initial steps of the implementation of a chatbot used at the Technical University of Denmark (DTU) able to perform audits for Good Manufacturing Practice (GMP), and (iv) an investigation of the need and opportunities of AI in chemical engineering education. The latter is achieved through quantitative and qualitative analyses of the responses given by both Master's students and academia/industry practitioners on the introduction and use of AI in education. This paves the way for discussing current perceptions, expectations and concerns of AI models, as well as their limitations and the opportunities they could provide. • The potential of Large Language Models (LLMs) as virtual tutors in chemical engineering is highlighted. • Empirical results of surveys on the use of LLMs conducted among students and academics/industrial participants. • A discussion of the ethical and societal concerns on the deployment of LLMs is provided. • Initial investigation of a chatbot deployed in a Master's level course at the Technical University of Denmark. [ABSTRACT FROM AUTHOR]

The research solved the socio-philosophical explication of the problem of industrial revolutions in the history of the development of human civilization, focusing on the issues of education development. The content and socio-cultural prerequisites of the formation of Industry 1.0 – 3.0 have been conceptualized in connection with human civilization’s corresponding economic and educational landscapes. The study showed that Industry 4.0 and Education 4.0 are subordinated to it and revolve around developing technologies (in particular, digital ones), focusing on developing scientific and technological progress. The education paradigm of Education 4.0 pragmatically concentrates on the real socio-cultural situation (information technologies expansion, flexibility for labor market challenges, hard and soft skills, etc.). It was demonstrated that the concept of Industry 5.0 is an attempt to deepen the achievements of Industry 4.0, bringing to the fore the idea of human-centeredness and sustainable development. It was shown that the humanization of civilizational progress and technological progress should occur through rethinking the education paradigm, which should act as an essential transit tool in the era of Industry 5.0. The dynamics of the formation of Industry 4.0 and the short-term perspective of the transition to Industry 5.0 naturally require the involvement of the philosophy of education as a tool for formulating modernization steps in the educational sphere, which should be characterized by systematicity and deep futuristic orientation. It was demonstrated that the basic principle for the philosophy of education for Industry 5.0 is the idea that Industry 5.0 successively deploys the technical and economic achievements and principles of Industry 4.0, with a particular emphasis on human-centeredness and the sustainable development of humanity. Education 5.0 is a holistic philosophical theory, educational policy, and a teacher who can implement in practice the principles of Industry 5.0.

The advent of Education 4.0, which aligns with the fourth industrial revolution, has been significantly influenced by advancements in digital technologies. Central to this evolution is the metaverse, a virtual shared space that merges augmented reality, virtual reality, and physical reality. This paper delves into the metaverse's applications within Education 4.0, highlighting its potential to revolutionize learning experiences, enhance collaboration, and improve access to quality education. By reviewing current literature and case studies, we identify the primary benefits, such as increased engagement, personalized learning, and broader accessibility. Additionally, we address the challenges associated with metaverse integration, including technical limitations, privacy concerns, and the need for new pedagogical approaches. Through a mixed-methods research approach, combining qualitative and quantitative data along with expert interviews, this paper provides a comprehensive overview of the metaverse's role in future education. The findings suggest that while significant hurdles remain, the metaverse offers a promising avenue for transforming educational practices to meet the demands of the digital age, ultimately fostering more dynamic, inclusive, and effective learning environments. Future research should focus on evaluating long-term impacts and developing standards for metaverse applications in education.

The integration of generative artificial intelligence (AI) into adaptive and personalized learning represents a transformative shift in the educational landscape. This research paper investigates the impact of incorporating generative AI into adaptive and personalized learning environments, with a focus on tracing the evolution from conventional artificial intelligence methods to generative AI and identifying its diverse applications in education. The study begins with a comprehensive review of the evolution of generative AI models and frameworks. A framework of selection criteria is established to curate case studies showcasing the applications of generative AI in education. These case studies are analysed to elucidate the benefits and challenges associated with integrating generative AI into adaptive learning frameworks. Through an in-depth analysis of selected case studies, the study reveals tangible benefits derived from generative AI integration, including increased student engagement, improved test scores and accelerated skill development. Ethical, technical and pedagogical challenges related to generative AI integration are identified, emphasizing the need for careful consideration and collaborative efforts between educators and technologists. The findings underscore the transformative potential of generative AI in revolutionizing education. By addressing ethical concerns, navigating technical challenges and embracing human-centric approaches, educators and technologists can collaboratively harness the power of generative AI to create innovative and inclusive learning environments. Additionally, the study highlights the transition from Education 4.0 to Education 5.0, emphasizing the importance of social-emotional learning and human connection alongside personalization in shaping the future of education.

Education in Ukraine faces many challenges. This is a rapid technological progress that changes both subjects of study and educational technologies. The war forced teachers and students to master all forms of distance and blended learning. Distance education and new technologies have made digitization the main trend of modern education. On the one hand, the percentage of students who want to get higher education has increased; on the other hand, there is fierce competition between universities for applicants, which encourages the search for more modern and attractive educational programs. Part of the students is abroad and considers the proposed educational programs through the prism of employment in foreign companies. All these challenges can be taken into account integrally, if you compare the topic of diploma design with the main areas of Industry 4.0 and Education 4.0. The development of industry takes place in the direction of expanding the use of computers, technologies, electronic devices and taking into account the psychological characteristics of a person. Self-driving electric cars are being used. Driving the car taking into account the real road situation is carried out with the help of artificial intelligence. In some cases, the car can be controlled remotely in accordance with the ideology of the Internet of Things. Such a car can be considered as a mobile robot. These innovations are difficult to implement in the subject of diploma design in the field of knowledge Mechanical Engineering. A certain area has been found that enables to connect the topic of diploma design with part of the Industry 4.0 directions. These are CAD/CAE/CAM systems that are part of Industry 3.0, but have acquired a different meaning. Online CAE services implement the idea of remote engineering laboratories. CAD and CAM are components of reverse engineering and are necessary for 3D-printing technology. The development of CAD turned drawings of nodes and parts into objects of virtual reality. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gênero e Interdisciplinaridade is the property of Instituto de Ensino e Pesquisa Periodicojs and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Personalized learning, a pedagogical approach tailored to individual needs and capacities, has garnered considerable attention in the era of artificial intelligence (AI) and the fourth industrial revolution. This systematic literature review aims to identify key drivers of personalized learning and critically assess the role of AI in reinforcing these drivers. Following PRISMA guidelines, a thorough search was conducted across major peer-reviewed journal databases, resulting in the inclusion of 102 relevant studies published between 2013 and 2022. A combination of qualitative and quantitative analyses, employing categorization and frequency analysis techniques, was performed to discern patterns and insights from the literature. The findings of this review highlight several critical drivers that contribute to the effectiveness of personalized learning, both from a broad view of education and in the specific context of e-learning. Firstly, recognizing and accounting for individual student characteristics is foundational to tailoring educational experiences. Secondly, personalizing content delivery and instructional methods ensures that learning materials resonate with learners' preferences and aptitudes. Thirdly, customizing assessment and feedback mechanisms enables educators to provide timely and relevant guidance to learners. Additionally, tailoring user interfaces and learning environments fosters engagement and accessibility, catering to diverse learning styles and needs. Moreover, the integration of AI presents significant opportunities to enhance personalized learning. AI-driven solutions offer capabilities such as automated learner profiling, adaptive content recommendation, realtime assessment, and the development of intelligent user interfaces, thereby augmenting the personalization of learning experiences. However, the successful adoption of AI in personalized learning requires addressing various challenges, including the need to develop educators' competencies, refine theoretical frameworks, and navigate ethical considerations surrounding data privacy and bias. By providing a comprehensive understanding of the drivers and implications of AI-driven personalized learning, this review offers valuable insights for educators, researchers, and policymakers in the Education 4.0 era. Leveraging the transformative potential of AI while upholding robust pedagogical principles, personalized learning holds the promise of unlocking tailored educational experiences that maximize individual potential and relevance in the digital economy. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study delves into the nuanced aspects that influence the quality of education within the Education 4.0 framework. Education 4.0 epitomizes a contemporary educational paradigm leveraging IoT devices, sensors, and actuators to facilitate real-time and continuous assessment, thereby enhancing student evaluation methodologies. Within this context, the study scrutinizes the pivotal role of infrastructure, learning environment, and faculty, acknowledged as fundamental determinants of educational excellence. Identifying five discrete yet crucial hidden parameters, awareness, accessibility, participation, satisfaction, and academic loafing, this paper meticulously examines their ramifications within the Education 4.0 landscape. Employing a comparative analysis encompassing pre- and post-implementation scenarios, the research assesses the transformative impact of Education 4.0 on the educational sector while dissecting the influence of these hidden parameters across these temporal contexts. The findings underscore the substantial enhancements introduced by Education 4.0, including the provision of real-time and continuous assessment mechanisms, heightened accessibility to educational resources, and amplified student engagement levels. Notably, the study advocates for bolstering stakeholders' accountability as a strategic measure to mitigate academic loafing within an ambient educational milieu. In essence, this paper offers invaluable insights into the intricate interplay between hidden parameters and educational quality, elucidating the pivotal role of Education 4.0 in catalyzing advancements within the education industry. [ABSTRACT FROM AUTHOR]

This study examined the integration of Education 4.0 principles into the instructional leadership practices of school heads in Mulanay District, Division of Quezon. Employing a mixed-methods approach, it explored respondents' demographic profiles, perceived levels of Education 4.0 integration, significant differences in integration based on demographics, encountered challenges, coping strategies, and a development plan for Education 5.0 readiness. Findings revealed a moderate to high perceived level of integration across strategic leadership domains, with significant differences noted based on school size and budget allocation. Challenges included resource availability, time management, financial constraints, and stakeholder support, while coping strategies involved collaboration, strategic allocation, and advocacy efforts. The development plan emphasized professional development, resource allocation, stakeholder engagement, and policy support. This study provides insights for DepEd officials, school heads, teachers, pupils, and researchers to enhance Education 4.0 integration and prepare for the future of education. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to explore the conditions of successful implementation of Quality 4.0 in higher education institutions (HEIs) and the key factors affecting it, as well as the role of the Triple Helix collaborative (THC) framework in enhancing the integration of Quality 4.0 principles and Industry 4.0 technologies. Design/methodology/approach: A survey-based strategy was adopted, adopting questionnaires distributed amongst researchers chosen based on their publications related to the aforementioned fields. Findings: The successful integration of disruptive technologies, Quality 4.0 and THC in HEIs heavily relies on educators' continuous learning and professional development. Faculty members must acquire digital skills and competencies to effectively adopt disruptive technologies and implement Quality 4.0 principles in their teaching practices. HEIs should provide opportunities for faculty members to engage in ongoing training programmes, workshops and communities of practice that focus on enhancing their technological proficiencies, pedagogical strategies and collaborative skills. Originality/value: To the best of the authors' knowledge, this is the first reported study linking the concepts of Quality 4.0 and the Triple Helix of Innovation in HEIs. [ABSTRACT FROM AUTHOR]

This article integrates two visions on the creation of knowledge by students: an academic vision where the person who creates knowledge uses high-level cognitive abilities and, therefore, acquires deeper learning, and an organisational learning vision, where the creation of knowledge adds value to the organisation and the individuals who work in this matter. It starts from a validated flipped classroom model and then adds procedures and cycles of knowledge that make it an active methodology, in such a way that it simultaneously supports organisational learning, using cooperative competencies characteristic of Education 4.0. This proposed hybrid model has been applied online during confinement due to the COVID-19 pandemic and, subsequently, in dual mode (students partly in person and the rest online at the same time) and face-to-face mode. The evidence of this research shows that the creation of knowledge by the students, cooperatively and with an organisational learning perspective, has repercussions for improvements in their academic performance by producing deeper learning. In addition, the development of cooperative skills is observed to create and manage a large amount of helpful knowledge for them and other students in their learning process. [ABSTRACT FROM AUTHOR]

Due to the pivotal roles played by Education 4.0 in reshaping the skills necessary for sustenance in the 4th Industrial Revolution (4IR), we investigate computer science teachers' preparedness to acquire the requisite skills for effectively equipping students with skills, especially technology skills for the life and work of 4IR. Teachers play crucial roles in preparing students for a technologydriven world. Examining their readiness to acquire skills for effective delivery of Education 4.0's skills-based content becomes imperative. Prior to data collection, the teachers underwent a tailored professional development training focusing on 4IR, Education 4.0, and the required skills. Our findings reveal an overall positive disposition of the teachers towards acquiring the skills needed to fulfil the roles demanded by Education 4.0. This finding reiterates the importance of professional development initiatives to assist teachers in meeting the skills requirements and also face the challenges of Education 4.0. Consequently, we advocate for interventions tailored to address the specific needs of teachers, enabling them to embrace the evolving responsibilities associated with Education 4.0. [ABSTRACT FROM AUTHOR]

The research solved the socio-philosophical explication of the problem of industrial revolutions in the history of the development of human civilization, focusing on the issues of education development. The content and socio-cultural prerequisites of the formation of Industry 1.0 ‒ 3.0 have been conceptualized in connection with human civilization’s corresponding economic and educational landscapes. The study showed that Industry 4.0 and Education 4.0 are subordinated to it and revolve around developing technologies (in particular, digital ones), focusing on developing scientific and technological progress. The education paradigm of Education 4.0 pragmatically concentrates on the real socio-cultural situation (information technologies expansion, flexibility for labor market challenges, hard and soft skills, etc.). It was demonstrated that the concept of Industry 5.0 is an attempt to deepen the achievements of Industry 4.0, bringing to the fore the idea of human-centeredness and sustainable development. It was shown that the humanization of civilizational progress and technological progress should occur through rethinking the education paradigm, which should act as an essential transit tool in the era of Industry 5.0. The dynamics of the formation of Industry 4.0 and the short-term perspective of the transition to Industry 5.0 naturally require the involvement of the philosophy of education as a tool for formulating modernization steps in the educational sphere, which should be characterized by systematicity and deep futuristic orientation. It was demonstrated that the basic principle for the philosophy of education for Industry 5.0 is the idea that Industry 5.0 successively deploys the technical and economic achievements and principles of Industry 4.0, with a particular emphasis on human-centeredness and the sustainable development of humanity. Education 5.0 is a holistic philosophical theory, educational policy, and a teacher who can implement in practice the principles of Industry 5.0. [ABSTRACT FROM AUTHOR]

This study investigates the demand for digital learning and the application of Quality 4.0 for future education in higher education institutes (HEIs). Quality 4.0 leads to digital transformation for innovation, excellence, and performance. Over the past decade, the educational landscape has undergone a revolution due to digitalization and enhancing academic development. The present study, through a systematic review of the literature published from 2017 to 2023, aims to highlight how digital advancements have played a critical role in improving the people and operations of higher education institutes to meet the growing challenges in the education sector. The implementation of Quality 4.0 and the application of its practices in HEIs can drive innovation through technological advancements in the Internet of Things (IOT), blended learning, and artificial intelligence (AI) to meet the increasing demand for digital learning. The findings suggest that digital learning through various technologies brings about significant changes in employment, skill development, and the educational environment. However, these advancements do not come without challenges, including the imperative of faculty development, the establishment of robust technological infrastructure, ethical considerations in AI implementation, and quality management. More research is needed to address the gap in understanding the applicability of Quality 4.0 and the demand for digital learning in higher education institutes. [ABSTRACT FROM AUTHOR]

In our modern, technology-driven, and interconnected world, providing students with strong English communication skills is essential to prepare them for the future workforce. Education 4.0 refers to the integration of advanced technologies, such as artificial intelligence (AI), virtual reality, and the Internet of Things, to enhance and personalize learning experiences in contemporary educational settings. Education 4.0 integrates these technologies to create personalized and immersive learning experiences that cater to individual needs, emphasizing critical 21st-century skills. Therefore, this study aimed to enhance professional English communication among students using the Education 4.0 applications ELSA Speak and Busuu. It employed a novel approach based on the substitution, augmentation, modification, and redefinition (SAMR) model to enhance communication effectively. The participants, selected through a stratified random sampling technique from the Virudunagar district of Tamil Nadu, India, included final year students (N = 100) from the arts, and science, and engineering disciplines, reflecting India’s multilingual society and numerous regional languages. After a pilot study, a pre-test using a questionnaire was administered, followed by a 4-week intervention utilizing the ELSA Speak and Busuu apps, and a post-test using another questionnaire. Data analysis included paired-sample t-tests and independent sample t-tests. The results revealed a significant improvement in the participants’ listening, speaking, reading, and writing skills before and after the intervention. Future recommendations include further explorations of Education 4.0 tools and techniques, and longitudinal studies to assess their sustained impact.

The importance of digitalisation in teaching and learning, which is addressed in Education 4.0 systems, is a relatively recent concept. Education 4.0 involves integrating advanced digital technologies, such as artificial intelligence, big data, the Internet of Things, and automation, into the teaching and learning process. The need to transform the perception of educational resources arose from the transformation of productive resources, which is exemplified by Industry 4.0. Digitalisation in education has been rapidly advancing in recent years, regardless of a country's level of development, and has transformed how education is accessed and delivered. The COVID-19 pandemic has had a significant impact on higher education institutions worldwide, accelerating the use of digital tools in education. The BRICS countries face the immense challenge of maintaining their growing influence in the global order renewal, which requires bridging the educational technological gap with best practices from developed countries in line with Society 4.0. This article highlights the undeniable need for Education 4.0 in BRICS countries and the importance of striking a delicate balance between embracing technological advancement and preserving national cultural identities to promote sustainable development.

Abstract Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students’ learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students’ and professors’ experience with an Adaptive Learning Strategy evaluated platform’s usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students’ learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully.

The digital transformation has profoundly affected every facet of human life, with technological advancements potentially reshaping the economy, society, and our daily living and working modalities. Artificial Intelligence (AI), particularly Generative AI (GAI), has emerged as a pivotal disruption in education, showcasing the capability to produce diverse and context-relevant content. Generative Artificial Intelligence (GAI) has revolutionized natural language processing, computer vision, and creative arts. Large language models (LLMs) like GPT-4 and Open Assistant and tools like DALL-E and Midjourney for the visual and creative domain are increasingly used for various tasks by students and others with critical information needs. AI presents novel avenues for crafting effective learning activities and developing enhanced technology-driven learning applications in the educational sector. However, integrating AI with a pedagogical focus pose challenge. Education 4.0, which integrates emerging technologies and innovative strategies, aims to prepare new generations for a technologically fluid world. This systematic literature review aims to analyze the use of LLMs in higher education within the context of Education 4.0's pedagogical approaches, identifying trends and challenges from a selection of 83 relevant articles out of an initial set of 841 papers. The findings underscore the significant potential of LLMs to enrich higher education, aligning with Education 4.0 by fostering more autonomous, collaborative, and interactive learning. It highlights the necessity for human oversight to ensure the quality and accuracy of AI-generated content. It addresses ethical and legal challenges to ensure equitable implementation, suggesting an exploration of LLM integration that complements human interaction while maintaining academic integrity and pedagogical foundation. [ABSTRACT FROM AUTHOR]

Much has been written about Adaptive Learning, but does its implementation alone guarantee success? We have found that integrating an Adaptive Learning Strategy with diverse didactic techniques gives better results. The objectives of this exploratory study were to know the impact of the Adaptive Learning Strategy on students' learning and achievement of disciplinary and transversal sub-competencies in courses supported by an Adaptive Platform in the School of Engineering and Sciences at Tecnologico de Monterrey. The assessment of the students' and professors' experience with an Adaptive Learning Strategy evaluated platform's usability, teaching, learning, and engagement. The study employed a mixed methodological approach, sequential Quant- > Qual, and was quasi-experimental, with control and experimental groups. The courses that participated in the intervention were Computational Thinking, Physics I, Physics II, and Fundamental Mathematical Modeling. The findings indicated that implementing an innovation like Adaptive Learning positively impacts students' learning and improvement when integrating elements of a flipped classroom, self-regulated learning, and micro-learning into an Adaptive Learning Strategy. The authors also propose an Implementation Model of the Adaptive Learning Strategy that has been designed by the university, implemented, and evaluated successfully. Highlights: The Adaptive Learning Strategy tends to impact students' learning levels and gain positively. A comprehensive Adaptive Learning Strategy should include elements of the flipped classroom, self-regulated learning, and micro-learning. Implementing an Adaptive Learning Strategy requires a carefully applied delivery model to ensure a successful learning experience for students. [ABSTRACT FROM AUTHOR]

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Education 4.0 can play a significant role in the future of geotechnical engineering education. It can provide personalized and equitable learning experiences and be used to develop skills for the fourth industrial revolution in geotechnical engineering. In this paper, we explore the application of Augmented Reality (AR) and Virtual Reality (VR) models, as part of Education 4.0, to enhance the presentation and communication of soil mechanics concepts. A detailed step-by-step process for creating 3D representations of geotechnical concepts, including texturing, UV mapping, animation, and export and publishing techniques, is introduced. For this purpose, two powerful 3D modeling and animation software programs, Autodesk Maya and Blender, are employed to develop geotechnical avatars in a soil mechanics laboratory. In Autodesk Maya, a detailed representation of the soil phase diagram is presented, while Blender is utilized to create a Consolidated Undrained (CU) triaxial laboratory experiment. The geotechnical testing avatars are then uploaded to Sketchfab, a popular publishing website that supports AR/VR formats. We also explore the potential for establishing a virtual laboratory for geotechnical engineering, highlighting the transformative possibilities it offers in terms of practical learning experiences and educational accessibility. [ABSTRACT FROM AUTHOR]

The global challenges and problems that threaten sustainability and human wellbeing demand the provision of creative, innovative, and affordable solutions so that they are within the reach of different levels of society. From the point of view of Higher Education, this is a major challenge since it is responsible for training new generations with the competencies and knowledge that allow them to respond to contemporary challenges and problems. This study provides a framework to promote sustainable entrepreneurship through transdisciplinary and abductive thinking. This combination of approaches will allow students to identify, analyze, and understand contemporary problems and, through a systematized process based on the "design thinking" design model, propose creative, innovative, and affordable solutions that can be implemented through entrepreneurship mechanisms. The identified findings that will be presented in this work are (i) the relevance of the Education 4.0 model as a reference to promote transdisciplinarity in a current teaching-learning context, (ii) The relevance of "design for sustainable development" as a trigger for sustainable entrepreneurship, (iii) The formation of desirable competencies in the profile of the higher education student based on transdisciplinarity and abductive thinking within the active learning process, and (iv) quantitative and qualitative measurement that allows measuring acceptance and evaluation of the long-term sustainability of the solutions obtained. This work will present the implementation of the proposed framework through a case study. This case study allowed us to identify elements of the proposed reference framework. The case study will address the problem of water scarcity and pollution, describing initiatives to achieve ODS 6, where it explains how sustainable and visionary solutions can be forged through transdisciplinary collaboration and abductive thinking. The project named "STEAM-mural fountain" done by a transdisciplinary working team between academia-society-industry is described, which aims to make technological advances in water treatment and monitoring visible to society. [ABSTRACT FROM AUTHOR]

Entrepreneurial thinking is considered a desirable competency in the profile of today's professionals because it includes sub-competencies that strengthen individuals' leadership capacity and stimulate the development of creative solutions that present a high impact on society. However, it has been detected that disadvantaged communities located in areas with underdeveloped conditions and rural areas present a significant disparity in access to training models, current infrastructure, and activities that promote entrepreneurship compared to developed communities frequently found in large cities. Through a comparative analysis with quantitative methods, we seek to argue the need that these types of communities have. In addition, the design of a training model based on the design framework for Education 4.0 is presented; this training model seeks to train in the sub-competences of entrepreneurial thinking using the "push and pull" technique with the Sustainable Development Goals (SDGs) as its central axis. This seeks to close the existing gap, provide affordable resources to these types of disadvantaged communities, and, at the same time, promote local solutions through the SDGs. The study is conducted in the eastern region of Michoacán, Mexico, and will present the preliminary results. [ABSTRACT FROM AUTHOR]

The rising unemployment rates among fresh graduates have been attributed mainly to skill deficiency in the job market especially in this era of Industry 4.0. Thus, it is important to investigate the level of readiness of lecturers to teach Industry 4.0 technologies in the different types of universities and disciplines. Descriptive survey research was undertaken using 84 lecturers from private and public Malaysian urban universities. A questionnaire based on the 21 dimensions from the Ministry of International Trade and Industry (MITI) Malaysia (2018) Industry4WRD Readiness Criteria Model was constructed to measure lecturers' readiness to teach Industry 4.0. The validity and reliability of the questionnaire were high. Results revealed that the lecturers had low level of readiness to teach Industry 4.0 skills, there were no significant differences in readiness to teach Industry 4.0 between private and public university lecturers on all dimensions, and there were also no significant differences in readiness to teach Industry 4.0 between Engineering and Computer Science lecturers. Results from this study could be used to identify and rectify lecturers' lack of readiness to teach on specific industry 4.0 dimensions. Future research should focus on replicating this study with a larger sample size and identify approaches to improve lecturers' readiness to teach I ndustry 4.0. [ABSTRACT FROM AUTHOR]

Educator 4.0 is a new concept that describes the characteristics of future educators capable of handling and implementing various smart technologies into their teaching methods and strategies. Since the education system has rapidly changed due to the digital and smart technology transformation, educators especially in Higher Learning Institutions are required to upgrade their teaching skills and become more competent to meet the needs of the new generations of students. There is not much discussion on Educator 4.0 and how it can be measured. This is also due to the limited literature globally, thus there is a need to develop new instruments and models to measure the 4.0 Educators’ competency. The theories of Technology Literacy and DigCompEdu were adapted to develop this new instrument model. Factors and constructs such as Technologyy 4.0 literacy, Technology 4.0 resources, and student empowerment were identified and used to measure the level of 4.0 competencies among the educators. The data from the respondents in Pre-University Institutions, represented by Kolej MARA and Kolej Profesional MARA lecturers on the east coast of Malaysia, was collected using a non-probability sampling method combined with convenience sampling. A PLS-SEM approach was used to validate this new instrument model. The findings reveal that the instruments developed were valid and all constructs have a positive contribution towards Educator 4.0 competency. All constructs were good at measuring the Educator 4.0 competency. The findings of the study will provide a better understanding of educators’ 4.0 competency regarding the context of the study. Besides, this study will enrich the literature on 4.0 Educators’ competency. [ABSTRACT FROM AUTHOR]

This review explores how artificial intelligence (AI henceforth) can reshape education through insights from situated learning literature. The objective was to critically examine opportunities and challenges of situated learning, and how AI could augment strengths while overcoming obstacles. A systematic review using the PRISMA method analyzed 60 articles from peer-reviewed journals over three decades. Key concepts associated with situated learning were extracted and analyzed qualitatively and quantitatively. Findings identified major obstacles: the traditional school system's one-way passive learning; the predominant educational approach fixated on predefined outcomes; and teachers' lack of contextual knowledge. AI presents solutions including adaptive systems tailored to students' evolving needs; intelligent tutoring situated in authentic scenarios; automation of administrative tasks; and data-driven teacher support. When implemented thoughtfully, AI has the potential to enhance situated learning through increased personalization, interactivity, and realworld connections. This promises a better effective, adaptive education - but human guidance remains essential for ethical grounding. This review offers teachers, researchers, and policymakers valuable insights on integrating both AI and situated learning to keep education relevant in an interconnected world. [ABSTRACT FROM AUTHOR]

The purpose of the study is to examine how Industry 4.0, and the digital environment, have together created a new situation for companies and universities in terms of soft skills for employability. While companies aim to introduce a new structure, universities try to align with these changes by developing new educational methods, curricula, and models. Many researches are focusing on - rightfully so - Industry 4.0 skills and competences to gain throughout higher education. However, we have shifted our research interest and asked students to what degree their university years added to their knowledge, self-management and skills. 147 engineering and technical manager students' responses from two faculties at Óbuda University, Hungary were analyzed to see their evaluations of the role of the university in the framework of Education 4.0, and their chances in the job market. Quantitative and CHAID analyses were used. Students' responses show significant differences between the two faculties regarding languages, teamwork, self-management and in the different order of the skills seen as most paramount to employability. Engineering students attach greater importance to field-relevant knowledge, while technical manager students find decision-making more useful. The research proved that Education 4.0 is here and Z generation studying at universities prefers problem-based learning, including creativity, analytical, and critical thinking while would like to have good communication skills. Universities need to adapt to these changes and integrate hard as well as soft skills development in tutoring. The importance of technical-IT knowledge is just as important as having interpersonal skills, excellence in problem-solving, so students need to be taught how to analyze problems, engage in scientific debate, or express themselves clearly as previous literature indicated. [ABSTRACT FROM AUTHOR]

The focus on culture as an engine of sustainable development has favoured its gradual acquisition by institutions engaged in the protection and promotion of heritage as an enabling and systemic factor capable of connecting innovation, continue education, research, and citizen engagement in a single chain. Knowledge of the landscape that combines works of nature and humankind and its bio-cultural diversity makes it possible to identify innovative informal education and new tourist itineraries where the real experience is presented as a cultural pilgrimage. The European project of the Marie Skłodowska-Curie Programme RISE ‘Informal and non-Formal E-Learning for Cultural Heritage - xFORMAL’, currently halfway through its lifecycle, was born to create an informal way of accessing the cultural heritage of one's territory, revealing its past, history, and the civilisations that preceded us. After two years of closure due to the pandemic, this project reintroduced an authentic experience through gamification, a contact with landscapes, museums, and archaeological sites with physical, social, and cultural dimensions of their environments across space and over time. Building upon this foundation, the article delves into the intricate design and architectural principles that underpin the creation of the xFORMAL game, showcasing it as a paradigm of informal learning. This exploration includes a detailed analysis of the game's innovative design elements, educational strategies, and its role in facilitating an engaging and immersive learning experience outside traditional educational settings.

Remote laboratories are essential in addressing access and quality challenges in technical education. They enable students from various locations to engage with real equipment, overcome geographic and economic constraints, and provide solutions during crises, such as pandemics, when in-person learning is limited. As a key element of Education 4.0, remote labs promote technical skill development, enhance engineering education, and support diverse learning approaches. This study presents a remote laboratory based on Field Programmable Gate Arrays (FPGAs), developed using a waterfall methodology integrating IoT and Cloud Computing technologies to facilitate close interaction between hardware and software. The lab focuses on controlling DC, servo, and stepper motors, allowing students to apply theoretical concepts such as digital signals, pulse-width modulation (PWM), and data representation in bits in a practical setting. The testing phase involved 50 robotics and mechatronics engineering students who participated in hands-on sessions for one month, followed by a structured survey evaluating their experience, interaction, and the educational relevance of the platform. The survey shows high student satisfaction, highlighting the platform’s strengths and identifying areas for improvement. The results also underscore the system’s potential to significantly enhance the educational experience in remote environments, aligning with the United Nations Sustainable Development Goals (SDGs).

The digital transformation associated with the Fourth Industrial Revolution is having an impact on the way we teach. Under the term Education 4.0, new teaching methods, new technologies, as well as a student-centered approach, are expected to be used in teaching. One established method of teaching is the use of Serious Games, as it has various positive effects in terms of motivation and engagement. This paper deals with the question of how the transformation towards Education 4.0 influences the way Serious Games are designed and used in the context of higher education. To this end, a systematized literature review was conducted. Out of 550 publications, 28 were included. This revealed works on the general conception as well as studies on Serious Games in various areas of university teaching. The results show different concepts of Serious Games, with the structure often being adapted to learning content and not to students. In terms of technical implementation, Serious Games are mostly web- or desktop-applications instead of new technologies such as VR. As a result, new concepts seem necessary to adapt Serious Games to Education 4.0. In the future, we want to design Serious Games that respond flexibly to students' needs and make it easy to integrate new technologies. [ABSTRACT FROM AUTHOR]

In this study, it was aimed to implement and evaluate an adaptive learning environment (ALE) designed according to the learner characteristics of 4th grade primary school students and integrate educational hypermedia environments with face-to-face teaching. Via a preliminary study carried out in accordance with this purpose, the variables that affect the academic achievement of the students in the primary school social studies course were analyzed, and as a result of this analysis, the design, application, and evaluation criteria of ALE were determined. In our study, which was modeled as an embedded-experimental mixed method, quantitative and qualitative data were obtained using different tools. The analysis of the data revealed that the designed learning environment had a positive effect on students' academic achievements, collaborative learning skills, and, partially, independent learning skills, and it was also effective in closing the achievement gap due to learning and cognitive styles. [ABSTRACT FROM AUTHOR]

Background. As Industry 4.0 debuted roughly a decade ago, it is now necessary to examine how it affects various aspects of the discipline. It is the responsibility of the education sector to guarantee that the next generation is equipped mentally, physically, and cognitively to face unforeseen challenges. Numerous educational institutions are outfitted with Industry 4.0 technology-based learning. Industry 4.0 fosters advancements in learning methodologies, especially for language enhancements. Learners may gain knowledge at their base, providing them an opportunity for independent study. The majority of subjects have been acquired through Industry 4.0. This research chapter explores the intersection of Industry 4.0 and education, specifically focusing on the SmallTalk AI tool. It investigates how technological and digital innovations within the context of Industry 4.0 can serve as powerful tools to enhance language learning outcomes. Methods. This article presents a comprehensive analysis of statistical data and empirical evidence to support the positive impact of Industry 4.0 technology of SmallTalk on language acquisition particularly speaking. The study also determines the relationship among participants' usage through the technology acceptance model (TAM). Furthermore, it examines the challenges and opportunities associated with integrating these innovations into language learning pedagogies, offering insights for educators and policymakers to harness the potential of Industry 4.0 in fostering language proficiency. The research employs quantitative analysis. The data obtained from educational institutions has been analyzed using the SPSS and AMOS software. Results. The results indicate that Industry 4.0 has had an important effect on English language acquisition. This self-supported adaptable system of education facilitates effective student learning. This study also suggests that future research into the utility of Industry 4.0 be conducted elsewhere internationally. [ABSTRACT FROM AUTHOR]

In the context of rapid technological advancements and the increasing availability of Open Educational Resources (OER), there is a growing need to foster complex thinking skills in higher education. The study aims to characterize OER platforms that facilitate the development of such skills, grounded in UNESCO's recommendations and the evolving definitions of complex thinking. Utilizing a Systematic Literature Review (SLR), the research focuses on three key questions: the type of open license allowing 5R activities, the technical options based on the ALMS Framework, and the sub-competencies of complex thinking that can be nurtured through OER. The study identifies and categorizes key platforms conducive to the development of complex thinking skills, namely innovative, critical, scientific, and systemic thinking. These platforms are analyzed based on their licensing types and technical capabilities. Findings indicate that most of the platforms studied support 5R activities under Creative Commons licenses, require advanced editing skills, and more than half address multiple subcompetencies of complex thinking. The study concludes that the adaptation, reuse, and redistribution of OER can significantly contribute to fostering complex thinking skills, aligning educational practices with 21st-century demands. Recommendations include the development of frameworks by higher education institutions to normalize OER platforms and meet students' needs, as well as future research to assess user behavior and sustainability of these platforms. [ABSTRACT FROM AUTHOR]

The digital transformation has profoundly affected every facet of human life, with technological advancements potentially reshaping the economy, society, and our daily living and working modalities. Artificial Intelligence (AI), particularly Generative AI (GAI), has emerged as a pivotal disruption in education, showcasing the capability to produce diverse and context-relevant content. Generative Artificial Intelligence (GAI) has revolutionized natural language processing, computer vision, and creative arts. Large language models (LLMs) like GPT-4 and Open Assistant and tools like DALL-E and Midjourney for the visual and creative domain are increasingly used for various tasks by students and others with critical information needs. AI presents novel avenues for crafting effective learning activities and developing enhanced technology-driven learning applications in the educational sector. However, integrating AI with a pedagogical focus pose challenge. Education 4.0, which integrates emerging technologies and innovative strategies, aims to prepare new generations for a technologically fluid world. This systematic literature review aims to analyze the use of LLMs in higher education within the context of Education 4.0’s pedagogical approaches, identifying trends and challenges from a selection of 83 relevant articles out of an initial set of 841 papers. The findings underscore the significant potential of LLMs to enrich higher education, aligning with Education 4.0 by fostering more autonomous, collaborative, and interactive learning. It highlights the necessity for human oversight to ensure the quality and accuracy of AI-generated content. It addresses ethical and legal challenges to ensure equitable implementation, suggesting an exploration of LLM integration that complements human interaction while maintaining academic integrity and pedagogical foundation.

The global challenges and problems that threaten sustainability and human well-being demand the provision of creative, innovative, and affordable solutions so that they are within the reach of different levels of society. From the point of view of Higher Education, this is a major challenge since it is responsible for training new generations with the competencies and knowledge that allow them to respond to contemporary challenges and problems. This study provides a framework to promote sustainable entrepreneurship through transdisciplinary and abductive thinking. This combination of approaches will allow students to identify, analyze, and understand contemporary problems and, through a systematized process based on the “design thinking” design model, propose creative, innovative, and affordable solutions that can be implemented through entrepreneurship mechanisms. The identified findings that will be presented in this work are (i) the relevance of the Education 4.0 model as a reference to promote transdisciplinarity in a current teaching-learning context, (ii) The relevance of “design for sustainable development” as a trigger for sustainable entrepreneurship, (iii) The formation of desirable competencies in the profile of the higher education student based on transdisciplinarity and abductive thinking within the active learning process, and (iv) quantitative and qualitative measurement that allows measuring acceptance and evaluation of the long-term sustainability of the solutions obtained. This work will present the implementation of the proposed framework through a case study. This case study allowed us to identify elements of the proposed reference framework. The case study will address the problem of water scarcity and pollution, describing initiatives to achieve ODS 6, where it explains how sustainable and visionary solutions can be forged through transdisciplinary collaboration and abductive thinking. The project named “STEAM-mural fountain” done by a transdisciplinary working team between academia-society-industry is described, which aims to make technological advances in water treatment and monitoring visible to society.

Entrepreneurial thinking is considered a desirable competency in the profile of today’s professionals because it includes sub-competencies that strengthen individuals’ leadership capacity and stimulate the development of creative solutions that present a high impact on society. However, it has been detected that disadvantaged communities located in areas with underdeveloped conditions and rural areas present a significant disparity in access to training models, current infrastructure, and activities that promote entrepreneurship compared to developed communities frequently found in large cities. Through a comparative analysis with quantitative methods, we seek to argue the need that these types of communities have. In addition, the design of a training model based on the design framework for Education 4.0 is presented; this training model seeks to train in the sub-competences of entrepreneurial thinking using the “push and pull” technique with the Sustainable Development Goals (SDGs) as its central axis. This seeks to close the existing gap, provide affordable resources to these types of disadvantaged communities, and, at the same time, promote local solutions through the SDGs. The study is conducted in the eastern region of Michoacán, Mexico, and will present the preliminary results.