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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, Peer Reviewed

This article was approached in a general way in the basic concepts of citizenship, until reaching the digital citizenship on which we focus our research, more specifically in the teaching-learning process of philosophy. Likewise, through information from reliable sources, such as the Digital Economy and Society Index (DESI), we extracted data bases from the last 6 years, which allowed us to verify trends on the basic and advanced skills of the user in the use of the Internet; on the other hand, the Cybersecurity page allowed us to analyze the vulnerabilities suffered by the digital citizen when navigating in cyberspace. Finally, we interpreted the results, and subsequently presented them coherently in tables and graphs in which a growth of basic navigation skills was evidenced, but which, when comparing data, revealed a very low level compared to the advanced skills that every citizen should have, with national, multilateral, post-national, multicultural or differentiated, cosmopolitan or global, gender and inclusion, youth, spatial or digital nationalities, in the process of education mediated by ICTs., Este artículo fue abordado de manera general en los conceptos básicos de ciudadanía, hasta llegar a la ciudadanía digital en la que enfocamos nuestra investigación, más específicamente en el proceso enseñanza – aprendizaje de la filosofía. Así mismo, mediante información de fuentes confiables; como es, el Índice de la Economía y la Sociedad Digitales (DESI), se extrajeron bases datos de los últimos 6 años, que permitieron verificar tendencias sobre las habilidades básicas y avanzadas del usuario en el uso del internet; por otra parte, la página de Ciberseguridad nos permitió analizar las vulnerabilidades que sufre el ciudadano digital cuando navega por el ciberespacio. Por último, interpretamos los resultados, y posteriormente se presentaron de forma coherente en tablas y gráficos en los que se evidenció un crecimiento de habilidades básicas de navegación, pero que, al comparar datos, dejo al descubierto un nivel muy descendido frente a las habilidades avanzadas que debe tener todo ciudadano, con nacionalidades, llámese nacional, multilateral, postnacional, multicultural o diferenciada, cosmopolita o global, de género e inclusión, juvenil, espacial o digital, en el proceso de la educación mediada por las TIC.

Education 4.0 is a recently introduced concept focused on innovation, novelty, use of technology and connections with employment and industry. In particular, in engineering disciplines like computer science (CS) it is essential that educators keep up to date with industry developments. Indeed, how CS educators effectively design and implement innovative teaching and learning deserves more systematic attention. This study aims to catalogue and synthesise learning design approaches to teaching and learning within CS: (1) Which innovative pedagogic approaches are used in teaching of CS? (2) Which approaches align with Education 4.0? (3) What skills and competences do educators require to align CS teaching with Education 4.0? Our systematic literature review (SLR) included CS papers published between 2016 and 2020. Two hundred and thirty-one studies were identified of which 66 were included in the final phase, which were coded by a multidisciplinary team. The findings indicated that many CS educators included Education 4.0 learning design elements. We found a clear distinctive three-cluster solution: (1) EDU4 light, (2) project-based/hands-on learning and (3) full EDU4 (refer to Reference [7] conceptualisation, while Education 4.0 refers to our own definition [Reference 71]. These findings suggest three broad flavours when designing innovative CS practices, which might help educators align their practice., This study was conducted within the project “TEACH4EDU4 Accelerating the transition towards Edu 4.0 in HEIs”, financed from the Erasmus+ programme—KA2—Cooperation for innovation and the exchange of good practices., Peer Reviewed, Postprint (published version)

This article was approached in a general way in the basic concepts of citizenship, until reaching the digital citizenship on which we focus our research, more specifically in the teaching-learning process of philosophy. Likewise, through information from reliable sources, such as the Digital Economy and Society Index (DESI), we extracted data bases from the last 6 years, which allowed us to verify trends on the basic and advanced skills of the user in the use of the Internet; on the other hand, the Cybersecurity page allowed us to analyze the vulnerabilities suffered by the digital citizen when navigating in cyberspace. Finally, we interpreted the results, and subsequently presented them coherently in tables and graphs in which a growth of basic navigation skills was evidenced, but which, when comparing data, revealed a very low level compared to the advanced skills that every citizen should have, with national, multilateral, post-national, multicultural or differentiated, cosmopolitan or global, gender and inclusion, youth, spatial or digital nationalities, in the process of education mediated by ICTs., Este artículo fue abordado de manera general en los conceptos básicos de ciudadanía, hasta llegar a la ciudadanía digital en la que enfocamos nuestra investigación, más específicamente en el proceso enseñanza – aprendizaje de la filosofía. Así mismo, mediante información de fuentes confiables; como es, el Índice de la Economía y la Sociedad Digitales (DESI), se extrajeron bases datos de los últimos 6 años, que permitieron verificar tendencias sobre las habilidades básicas y avanzadas del usuario en el uso del internet; por otra parte, la página de Ciberseguridad nos permitió analizar las vulnerabilidades que sufre el ciudadano digital cuando navega por el ciberespacio. Por último, interpretamos los resultados, y posteriormente se presentaron de forma coherente en tablas y gráficos en los que se evidenció un crecimiento de habilidades básicas de navegación, pero que, al comparar datos, dejo al descubierto un nivel muy descendido frente a las habilidades avanzadas que debe tener todo ciudadano, con nacionalidades, llámese nacional, multilateral, postnacional, multicultural o diferenciada, cosmopolita o global, de género e inclusión, juvenil, espacial o digital, en el proceso de la educación mediada por las TIC.

Considering the rapidly evolving technological landscape, innovative learning skills have become indispensable for Education 4.0. Therefore, this paper presents a study aimed at assessing the level of importance and prioritization of innovative learning skills in the context of Education 4.0 among high school students in the UAE. The study utilized a questionnaire survey, distributing 150 questionnaire sets to selected high school students in Abu Dhabi, UAE. Subsequently, the collected data was subjected to statistical analysis using SPSS software. The analysis of data importance revealed noteworthy findings. Specifically, the skills TS1 ("I am familiar with online learning tools used in my school"), OCL1 ("I learn online collaboratively with my classmates"), and TSE1 ("I have confidence in my skills using technology") were identified as of very high importance for the requirements of Education 4.0 among UAE high school students. Regarding the ranking of innovative learning skill groups, the study unveiled that the Self-regulated learning (SRL) group attained the highest rank, boasting a mean score of 4.272. Following closely, the Technology Self-Efficacy (TSE) group secured a mean score of 4.248. In contrast, the Critical thinking skills (CTS) group ranked the lowest, garnering a mean score of 4.128. These rankings indicate that respondents perceive Self-regulated learning skills as the most proficient among the listed domains, while Critical thinking skills are perceived as the least proficient. The findings of this study have the potential to provide valuable insights to the educational community, aiding them in enhancing the skills necessary for Education 4.0.

Considering the rapidly evolving technological landscape, innovative learning skills have become indispensable for Education 4.0. Therefore, this paper presents a study aimed at assessing the level of importance and prioritization of innovative learning skills in the context of Education 4.0 among high school students in the UAE. The study utilized a questionnaire survey, distributing 150 questionnaire sets to selected high school students in Abu Dhabi, UAE. Subsequently, the collected data was subjected to statistical analysis using SPSS software. The analysis of data importance revealed noteworthy findings. Specifically, the skills TS1 ("I am familiar with online learning tools used in my school"), OCL1 ("I learn online collaboratively with my classmates"), and TSE1 ("I have confidence in my skills using technology") were identified as of very high importance for the requirements of Education 4.0 among UAE high school students. Regarding the ranking of innovative learning skill groups, the study unveiled that the Self-regulated learning (SRL) group attained the highest rank, boasting a mean score of 4.272. Following closely, the Technology Self-Efficacy (TSE) group secured a mean score of 4.248. In contrast, the Critical thinking skills (CTS) group ranked the lowest, garnering a mean score of 4.128. These rankings indicate that respondents perceive Self-regulated learning skills as the most proficient among the listed domains, while Critical thinking skills are perceived as the least proficient. The findings of this study have the potential to provide valuable insights to the educational community, aiding them in enhancing the skills necessary for Education 4.0.

Considering the rapidly evolving technological landscape, innovative learning skills have become indispensable for Education 4.0. Therefore, this paper presents a study aimed at assessing the level of importance and prioritization of innovative learning skills in the context of Education 4.0 among high school students in the UAE. The study utilized a questionnaire survey, distributing 150 questionnaire sets to selected high school students in Abu Dhabi, UAE. Subsequently, the collected data was subjected to statistical analysis using SPSS software. The analysis of data importance revealed noteworthy findings. Specifically, the skills TS1 ("I am familiar with online learning tools used in my school"), OCL1 ("I learn online collaboratively with my classmates"), and TSE1 ("I have confidence in my skills using technology") were identified as of very high importance for the requirements of Education 4.0 among UAE high school students. Regarding the ranking of innovative learning skill groups, the study unveiled that the Self-regulated learning (SRL) group attained the highest rank, boasting a mean score of 4.272. Following closely, the Technology Self-Efficacy (TSE) group secured a mean score of 4.248. In contrast, the Critical thinking skills (CTS) group ranked the lowest, garnering a mean score of 4.128. These rankings indicate that respondents perceive Self-regulated learning skills as the most proficient among the listed domains, while Critical thinking skills are perceived as the least proficient. The findings of this study have the potential to provide valuable insights to the educational community, aiding them in enhancing the skills necessary for Education 4.0.

Nowadays higher education institutions are directly involved in the training of new personnel, so they should seriously puzzle one of the most obvious questions today, how to prepare students to meet the challenges of Industrial Revolution 4.0 in an increasingly globalised society. And although the unequivocal answer to this question doesn’t exist, one thing is certain: while providing Education 4.0 through incorporating advanced technology into the curriculum for implementing best practices and innovative methodological approaches, methods and techniques, higher education institutions should do their best to shape the next generation of highly employable global citizens who can think and act from a global perspective. In the future students who specialise in the field of Computer Engineering and Information Technology will be at the forefront of advancing the technology available to all people in the world and, therefore, they should be globally competent. It means that they should possess a global competence to successfully compete on a global scale. Significant practical experience gained by the authors of the article made it possible to assume that being one of the humanities which is taught to Computer Engineering and Information Technology undergraduates in Ukrainian higher education institutions, English has a great potential for developing their global competence. Considering the fact that Ukrainian 15-year-old students were not a part of the PISA 2018 Global Competence assessment, the present research was aimed at finding out how the participants understood the concept of “global competence”, their awareness of the importance of global competence development in accordance with the requirements and principles of Education 4.0 associated with the Industrial Revolution 4.0 and participants’ views on the role of the English language in its development. For exactly this purpose the authors made a questionnaire in Google Forms. The research participants were 249

In the recent decades harnessing the advanced information technologies and their tremendous potential to improve the quality of life for people all over the world is becoming an urgent need than a luxury. Knowing full well that as an innovative student-centred learning paradigm Education 4.0 creates favourable prerequisites for developing valuable professional skills, abilities and knowledge among Computer Engineering and Information Technology undergraduates, the researchers assumed that it also might be effective in preparing them for challenges of the contemporary world through developing their transformative competencies while studying the humanities. The paper aims to reveal the didactic potential of humanities for developing Computer Engineering and Information Technology undergraduates’ transformative competencies. The researchers carried out an exploratory study in five Ukrainian universities using an online survey conceived and developed by a team of researchers. A total of 275 respondents selected by means of a purposeful sampling method took part in the survey. The study found that humanities (1) are more likely to apply various learning activities which can be done both individually and in groups than technical disciplines and (2) have much broader potential for developing all key constructs of transformative competencies among Computer Engineering and Information Technology undergraduates than technical disciplines. The results enabled the researchers to formulate recommendations for university teachers of humanities on how to develop transformative competences among Computer Engineering and Information Technology undergraduates. The combination of challenge-based learning (CBL) and activity-based learning (ABL) is being considered as a major methodological approach of Education 4.0 for developing transformative competences among Computer Engineering and Information Technology undergraduates. Scientific novelty of research consists in revealing and desc

This article was approached in a general way in the basic concepts of citizenship, until reaching the digital citizenship on which we focus our research, more specifically in the teaching-learning process of philosophy. Likewise, through information from reliable sources, such as the Digital Economy and Society Index (DESI), we extracted data bases from the last 6 years, which allowed us to verify trends on the basic and advanced skills of the user in the use of the Internet; on the other hand, the Cybersecurity page allowed us to analyze the vulnerabilities suffered by the digital citizen when navigating in cyberspace. Finally, we interpreted the results, and subsequently presented them coherently in tables and graphs in which a growth of basic navigation skills was evidenced, but which, when comparing data, revealed a very low level compared to the advanced skills that every citizen should have, with national, multilateral, post-national, multicultural or differentiated, cosmopolitan or global, gender and inclusion, youth, spatial or digital nationalities, in the process of education mediated by ICTs., Este artículo fue abordado de manera general en los conceptos básicos de ciudadanía, hasta llegar a la ciudadanía digital en la que enfocamos nuestra investigación, más específicamente en el proceso enseñanza – aprendizaje de la filosofía. Así mismo, mediante información de fuentes confiables; como es, el Índice de la Economía y la Sociedad Digitales (DESI), se extrajeron bases datos de los últimos 6 años, que permitieron verificar tendencias sobre las habilidades básicas y avanzadas del usuario en el uso del internet; por otra parte, la página de Ciberseguridad nos permitió analizar las vulnerabilidades que sufre el ciudadano digital cuando navega por el ciberespacio. Por último, interpretamos los resultados, y posteriormente se presentaron de forma coherente en tablas y gráficos en los que se evidenció un crecimiento de habilidades básicas de navegación, pero que, al comparar datos, dejo al descubierto un nivel muy descendido frente a las habilidades avanzadas que debe tener todo ciudadano, con nacionalidades, llámese nacional, multilateral, postnacional, multicultural o diferenciada, cosmopolita o global, de género e inclusión, juvenil, espacial o digital, en el proceso de la educación mediada por las TIC.

The fourth industrial revolution (4IR) is driving a compelling need for pedagogical change, yet there is disjuncture between the capacity of emerging technologies to address this need and their actual use in the American classroom. These technologies can enable personalization to meet each student’s individualized learning needs. Educator preparedness is the first step toward embracing and integrating the broad capabilities of emerging technologies to help build the future workforce. This qualitative, phenomenological case study assessed the preparedness of middle school general educators in two Minnesota school districts to leverage assistive technologies (ATs) to improve student learning from the perspective of the special educators partnering to deliver special education services to students diagnosed as neurodiverse. The study, grounded in critical and functionalist paradigms, gathered data via remote interviews with eight special educators. Several themes arose from the data. First, ATs are still associated with IEPs and considered the purview of special educators. Second, classroom assistive technology tends to be low-to-medium tech, although there is openness to integrating AI-enabled tools. Third, there is a need for districts to hire technology integration specialists to support educators. Fourth, integration will require formalized funding plans, likely with national and state legislative support. Finally, educator preparation for technology integration needs to begin in preservice coursework.

Esta investigación tuvo como objetivo explicar las relaciones existentes entre las herramientas insertadas en la propuesta de educación 4.0, la enseñanza y la salud, investigando publicaciones en tesis doctorales y/o disertaciones de maestría relacionadas con este tema, priorizando el factor tiempo, con publicaciones encontradas en el período 2010-2020. Con eso, se adoptó como estrategia metodológica una revisión integrativa de la literatura, de carácter exploratorio con la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD). Cada producción se orientó hacia las categorías a ser discutidas, enumeradas a continuación: Metodologías Activas en Salud; educación 4.0 y procesos de formación en salud; Inteligencia artificial y aprendizaje en salud. Los resultados mostraron que las propuestas de educación 4.0 ya son una realidad en el proceso de formación y calificación de profesionales y futuros profesionales de la salud y son de gran valor para el desarrollo de competencias esenciales para el mercado laboral en el área de la salud. Sin embargo, parte de los profesores, estudiantes, profesionales y gestores de la salud no están preparados para seguir con la misma velocidad los cambios impuestos a la sociedad, al mercado de trabajo y consecuentemente a la educación y la salud, apuntando a la necesidad de cambios y adaptaciones., Esta pesquisa teve por finalidade explicitar as relações existentes entre as ferramentas inseridas na proposta da educação 4.0, ensino e saúde, investigando as publicações em teses de doutorado e/ou dissertações de mestrado relacionada a essa temática, priorizando-se o fator temporal, com publicações encontradas do período 2010-2020. Com isso, adotou-se como estratégia metodológica a revisão integrativa de literatura, de natureza exploratória junto à Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Direcionou-se cada produção para as categorias a serem discutidas, assim elencadas: Metodologias Ativas em Saúde; a educação 4.0 e os processos formativos em saúde; Inteligência artificial e a aprendizagem em saúde. Os resultados apontaram que as propostas de educação 4.0 já é uma realidade no processo de formação e qualificação dos profissionais e futuros profissionais da saúde e são de extrema valia para o desenvolvimento de competências imprescindíveis para o mercado de trabalho na área de saúde. No entanto, parte dos docentes, estudantes, profissionais e gestores de saúde, não estão preparados para acompanhar na mesma velocidade as mudanças impostas a sociedade, ao mercado de trabalho e consequentemente a educação e a saúde, apontando para a necessidade de mudança e adaptações., This research aimed to explain the existing relationships between the tools inserted in the proposal of education 4.0, teaching and health, investigating publications in doctoral theses and/or master's theses related to this theme, prioritizing the temporal factor, with publications found for the period 2010-2020. With that, an integrative literature review of an exploratory nature with the Brazilian Digital Library of Theses and Dissertations (BDTD) was adopted as a methodological strategy. Each production was directed to the categories to be discussed, listed as follows: Active Health Methodologies; education 4.0 and health training processes; artificial intelligence and health learning. The results showed that the 4.0 education proposals are already a reality in the process of training and qualification of professionals and future health professionals and are extremely valuable for the development of essential skills for the job market in the health area. However, some teachers, students, professionals and health managers are not prepared to follow the changes imposed on society, the labor market and, consequently, education and health, at the same speed, pointing to the need for change and adaptations.

The term "4.0" refers here, as in all areas whether Industry 4.0, Work 4.0, or Society 4.0, to the paradigm of digitalization and support through new technologies. In the last few years, education and training are becoming more closely related to the labor market, and so the goal is to foster competent learners to meet the core skills for life and work in the 21st century. Building such a future-ready education system requires the design of curricula, that impart the necessary knowledge and skills for the modern workplace. The various pedagogical and technological innovations in recent years have created new concepts of learning environments, that optimize learners' ability to learn. They are commonly referred to as "smart learning environments". Innovative education based on advanced technologies should focus on stimulating thinking and creativity and address the individual differences of learners. The purpose of this paper is twofold. First, combines some educational concepts such as micro and hybrid learning with the support of immersive technologies to develop smart learning environments for a personalized and gamified seamless learning experience. Second, demonstrates how the concept of Micro-hybrid-immersive learning enables a seamless transition between school and the world of work and achieves educational inclusion.

This article presents an analysis of the risks and vulnerabilities presented by Education 4.0 of the teaching-learning process, in the digital educational society, in which the citizen was subjected through the global contingency that we live in today. For this purpose, we focused on a qualitative research that considers the conditions and characteristics of education 4.0; in addition to the probabilities of security incidents, materialization of threats regarding the media that occur in the teaching-learning process. However, we carried out the analysis method, oriented in Open Web Security Project (OWASP), which focuses on identifying risks and providing information on the probability and technical impact, using OWASP-Top-10-2017 scheme; on the other hand, it is specified in Table 2, the proactive risk control and in Table 3, the requirements and download software against the OWASP risk assessment framework, which gave us support to establish relationship of risks and vulnerabilities in Education 4. 0, and conclude with security recommendations on the protection of relevant information of the actors involved in this process, and that they are not exposed in unscrupulous hands of cybercriminals who take advantage to carry out criminal acts., Este artículo expone el análisis de los riesgos y vulnerabilidades que presenta la Educación 4.0 del proceso de enseñanza-aprendizaje, en la sociedad educativa digital, en la cual se vio sujeto el ciudadano a través de la contingencia mundial que vivimos en la actualidad. Para este fin, nos enfocamos en una investigación cualitativa que considera las condiciones y características propias de la educación 4.0; además de las probabilidades de que se produzcan incidentes  de seguridad, materialización de amenazas en lo referente a los medios de comunicación que se dan en el proceso enseñanza – aprendizaje. No obstante, llevamos a cabo el método de análisis, orientado en Open Web Security Proyect (OWASP), que se enfoca en identificar riesgos y proporcionar a la vez información sobre la probabilidad y el impacto técnico, utilizando esquema OWASP-Top-10-2017; por otra parte, se especifica en la Tabla 2, el control proactivo de riesgos y en la Tabla 3, los requisitos y descargar de software frente al marco de evaluación de riesgos OWASP, el cual, nos brindó sustento para establecer relación de riesgos y vulnerabilidades en la Educación 4.0, y concluir, con recomendaciones de seguridad sobre la protección de información relevante de los actores involucrados en este proceso, y que no queden expuestas en manos inescrupulosas de ciberdelincuentes que aprovechan para realizar actos delictivos.

The Education Industry is crucial to the development of societies and their economy, consequently, it is important to understand how technological advancements affect the industry and its stakeholders. Research has been made on this topic, mainly focusing on the concept and framework, implications for the Education Industry, and possible societal transformations, but few focus on the implementation and evolution of the Internet of Things (IoT) in the education industry, the Internet of Education Things (IoET), especially within higher education. Living in the Information Age, it is important to understand how things that provide access to power(as in information) are implemented and evolve. The purpose of this research is to study the IoET in the Swedish higher education reality, to provide a deeper understanding of the rapid changes in the industry, the evolution, and development of the IoET model as well as the outcomes over a ten years timeframe for the institution, by answering the research question“How did the implementation process of IoET evolve?”. The research was conducted implementing a qualitative exploratory approach, using a single case study adopting grounded theory and thematic analysis, with an interpretative approach that allowed the interviewees to voice their experiences and perspectives on the phenomenon. It was found that the past decade, especially the last five years, has meant pervading IoET transformations on multiple levels within the university, such as the teaching and learning, privacy and security, classroom environment, and energy monitoring, as well as digital connectors. These transformations were found to have strong connections to external pressure, internal pressure, regulations, centralisation, and most recently COVID-19. Each of these motivations was found to be related to the different transformations mentioned above, which also has meant different paces of transformation, and in turn different outcomes. We found that the incre

This article presents an analysis of the risks and vulnerabilities presented by Education 4.0 of the teaching-learning process, in the digital educational society, in which the citizen was subjected through the global contingency that we live in today. For this purpose, we focused on a qualitative research that considers the conditions and characteristics of education 4.0; in addition to the probabilities of security incidents, materialization of threats regarding the media that occur in the teaching-learning process. However, we carried out the analysis method, oriented in Open Web Security Project (OWASP), which focuses on identifying risks and providing information on the probability and technical impact, using OWASP-Top-10-2017 scheme; on the other hand, it is specified in Table 2, the proactive risk control and in Table 3, the requirements and download software against the OWASP risk assessment framework, which gave us support to establish relationship of risks and vulnerabilities in Education 4. 0, and conclude with security recommendations on the protection of relevant information of the actors involved in this process, and that they are not exposed in unscrupulous hands of cybercriminals who take advantage to carry out criminal acts., Este artículo expone el análisis de los riesgos y vulnerabilidades que presenta la Educación 4.0 del proceso de enseñanza-aprendizaje, en la sociedad educativa digital, en la cual se vio sujeto el ciudadano a través de la contingencia mundial que vivimos en la actualidad. Para este fin, nos enfocamos en una investigación cualitativa que considera las condiciones y características propias de la educación 4.0; además de las probabilidades de que se produzcan incidentes  de seguridad, materialización de amenazas en lo referente a los medios de comunicación que se dan en el proceso enseñanza – aprendizaje. No obstante, llevamos a cabo el método de análisis, orientado en Open Web Security Proyect (OWASP), que se enfoca en identificar riesgos y proporcionar a la vez información sobre la probabilidad y el impacto técnico, utilizando esquema OWASP-Top-10-2017; por otra parte, se especifica en la Tabla 2, el control proactivo de riesgos y en la Tabla 3, los requisitos y descargar de software frente al marco de evaluación de riesgos OWASP, el cual, nos brindó sustento para establecer relación de riesgos y vulnerabilidades en la Educación 4.0, y concluir, con recomendaciones de seguridad sobre la protección de información relevante de los actores involucrados en este proceso, y que no queden expuestas en manos inescrupulosas de ciberdelincuentes que aprovechan para realizar actos delictivos.

The term "4.0" refers here, as in all areas whether Industry 4.0, Work 4.0, or Society 4.0, to the paradigm of digitalization and support through new technologies. In the last few years, education and training are becoming more closely related to the labor market, and so the goal is to foster competent learners to meet the core skills for life and work in the 21st century. Building such a future-ready education system requires the design of curricula, that impart the necessary knowledge and skills for the modern workplace. The various pedagogical and technological innovations in recent years have created new concepts of learning environments, that optimize learners' ability to learn. They are commonly referred to as "smart learning environments". Innovative education based on advanced technologies should focus on stimulating thinking and creativity and address the individual differences of learners. The purpose of this paper is twofold. First, combines some educational concepts such as micro and hybrid learning with the support of immersive technologies to develop smart learning environments for a personalized and gamified seamless learning experience. Second, demonstrates how the concept of Micro-hybrid-immersive learning enables a seamless transition between school and the world of work and achieves educational inclusion.

Esta investigación tuvo como objetivo explicar las relaciones existentes entre las herramientas insertadas en la propuesta de educación 4.0, la enseñanza y la salud, investigando publicaciones en tesis doctorales y/o disertaciones de maestría relacionadas con este tema, priorizando el factor tiempo, con publicaciones encontradas en el período 2010-2020. Con eso, se adoptó como estrategia metodológica una revisión integrativa de la literatura, de carácter exploratorio con la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD). Cada producción se orientó hacia las categorías a ser discutidas, enumeradas a continuación: Metodologías Activas en Salud; educación 4.0 y procesos de formación en salud; Inteligencia artificial y aprendizaje en salud. Los resultados mostraron que las propuestas de educación 4.0 ya son una realidad en el proceso de formación y calificación de profesionales y futuros profesionales de la salud y son de gran valor para el desarrollo de competencias esenciales para el mercado laboral en el área de la salud. Sin embargo, parte de los profesores, estudiantes, profesionales y gestores de la salud no están preparados para seguir con la misma velocidad los cambios impuestos a la sociedad, al mercado de trabajo y consecuentemente a la educación y la salud, apuntando a la necesidad de cambios y adaptaciones., Esta pesquisa teve por finalidade explicitar as relações existentes entre as ferramentas inseridas na proposta da educação 4.0, ensino e saúde, investigando as publicações em teses de doutorado e/ou dissertações de mestrado relacionada a essa temática, priorizando-se o fator temporal, com publicações encontradas do período 2010-2020. Com isso, adotou-se como estratégia metodológica a revisão integrativa de literatura, de natureza exploratória junto à Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). Direcionou-se cada produção para as categorias a serem discutidas, assim elencadas: Metodologias Ativas em Saúde; a educação 4.0 e os processos formativos em saúde; Inteligência artificial e a aprendizagem em saúde. Os resultados apontaram que as propostas de educação 4.0 já é uma realidade no processo de formação e qualificação dos profissionais e futuros profissionais da saúde e são de extrema valia para o desenvolvimento de competências imprescindíveis para o mercado de trabalho na área de saúde. No entanto, parte dos docentes, estudantes, profissionais e gestores de saúde, não estão preparados para acompanhar na mesma velocidade as mudanças impostas a sociedade, ao mercado de trabalho e consequentemente a educação e a saúde, apontando para a necessidade de mudança e adaptações., This research aimed to explain the existing relationships between the tools inserted in the proposal of education 4.0, teaching and health, investigating publications in doctoral theses and/or master's theses related to this theme, prioritizing the temporal factor, with publications found for the period 2010-2020. With that, an integrative literature review of an exploratory nature with the Brazilian Digital Library of Theses and Dissertations (BDTD) was adopted as a methodological strategy. Each production was directed to the categories to be discussed, listed as follows: Active Health Methodologies; education 4.0 and health training processes; artificial intelligence and health learning. The results showed that the 4.0 education proposals are already a reality in the process of training and qualification of professionals and future health professionals and are extremely valuable for the development of essential skills for the job market in the health area. However, some teachers, students, professionals and health managers are not prepared to follow the changes imposed on society, the labor market and, consequently, education and health, at the same speed, pointing to the need for change and adaptations.

The Education Industry is crucial to the development of societies and their economy, consequently, it is important to understand how technological advancements affect the industry and its stakeholders. Research has been made on this topic, mainly focusing on the concept and framework, implications for the Education Industry, and possible societal transformations, but few focus on the implementation and evolution of the Internet of Things (IoT) in the education industry, the Internet of Education Things (IoET), especially within higher education. Living in the Information Age, it is important to understand how things that provide access to power(as in information) are implemented and evolve. The purpose of this research is to study the IoET in the Swedish higher education reality, to provide a deeper understanding of the rapid changes in the industry, the evolution, and development of the IoET model as well as the outcomes over a ten years timeframe for the institution, by answering the research question“How did the implementation process of IoET evolve?”. The research was conducted implementing a qualitative exploratory approach, using a single case study adopting grounded theory and thematic analysis, with an interpretative approach that allowed the interviewees to voice their experiences and perspectives on the phenomenon. It was found that the past decade, especially the last five years, has meant pervading IoET transformations on multiple levels within the university, such as the teaching and learning, privacy and security, classroom environment, and energy monitoring, as well as digital connectors. These transformations were found to have strong connections to external pressure, internal pressure, regulations, centralisation, and most recently COVID-19. Each of these motivations was found to be related to the different transformations mentioned above, which also has meant different paces of transformation, and in turn different outcomes. We found that the incre

The term "4.0" refers here, as in all areas whether Industry 4.0, Work 4.0, or Society 4.0, to the paradigm of digitalization and support through new technologies. In the last few years, education and training are becoming more closely related to the labor market, and so the goal is to foster competent learners to meet the core skills for life and work in the 21st century. Building such a future-ready education system requires the design of curricula, that impart the necessary knowledge and skills for the modern workplace. The various pedagogical and technological innovations in recent years have created new concepts of learning environments, that optimize learners' ability to learn. They are commonly referred to as "smart learning environments". Innovative education based on advanced technologies should focus on stimulating thinking and creativity and address the individual differences of learners. The purpose of this paper is twofold. First, combines some educational concepts such as micro and hybrid learning with the support of immersive technologies to develop smart learning environments for a personalized and gamified seamless learning experience. Second, demonstrates how the concept of Micro-hybrid-immersive learning enables a seamless transition between school and the world of work and achieves educational inclusion.

This article presents an analysis of the risks and vulnerabilities presented by Education 4.0 of the teaching-learning process, in the digital educational society, in which the citizen was subjected through the global contingency that we live in today. For this purpose, we focused on a qualitative research that considers the conditions and characteristics of education 4.0; in addition to the probabilities of security incidents, materialization of threats regarding the media that occur in the teaching-learning process. However, we carried out the analysis method, oriented in Open Web Security Project (OWASP), which focuses on identifying risks and providing information on the probability and technical impact, using OWASP-Top-10-2017 scheme; on the other hand, it is specified in Table 2, the proactive risk control and in Table 3, the requirements and download software against the OWASP risk assessment framework, which gave us support to establish relationship of risks and vulnerabilities in Education 4. 0, and conclude with security recommendations on the protection of relevant information of the actors involved in this process, and that they are not exposed in unscrupulous hands of cybercriminals who take advantage to carry out criminal acts., Este artículo expone el análisis de los riesgos y vulnerabilidades que presenta la Educación 4.0 del proceso de enseñanza-aprendizaje, en la sociedad educativa digital, en la cual se vio sujeto el ciudadano a través de la contingencia mundial que vivimos en la actualidad. Para este fin, nos enfocamos en una investigación cualitativa que considera las condiciones y características propias de la educación 4.0; además de las probabilidades de que se produzcan incidentes  de seguridad, materialización de amenazas en lo referente a los medios de comunicación que se dan en el proceso enseñanza – aprendizaje. No obstante, llevamos a cabo el método de análisis, orientado en Open Web Security Proyect (OWASP), que se enfoca en identificar riesgos y proporcionar a la vez información sobre la probabilidad y el impacto técnico, utilizando esquema OWASP-Top-10-2017; por otra parte, se especifica en la Tabla 2, el control proactivo de riesgos y en la Tabla 3, los requisitos y descargar de software frente al marco de evaluación de riesgos OWASP, el cual, nos brindó sustento para establecer relación de riesgos y vulnerabilidades en la Educación 4.0, y concluir, con recomendaciones de seguridad sobre la protección de información relevante de los actores involucrados en este proceso, y que no queden expuestas en manos inescrupulosas de ciberdelincuentes que aprovechan para realizar actos delictivos.

The article is devoted to the study of the issue of the place of informatization in the system of professional training; the challenges of the post-industrial time and social transformations are considered; digital trends in modern Russian education are studied., Статья посвящена исследованию вопроса о месте информатизации в системе профессиональной подготовки; рассматриваются вызовы постиндустриального времени и социальные трансформации; изучаются цифровые тенденции в современном российском образовании.

The digitisation of technologies heavily influences the construction industry with requirements for a new set of knowledge and a skilled workforce. Relatively, the adoption of Industry 4.0 in the work environment changes the current pedagogy at educational institutions through Education 4.0. The importance of adopting and adapting Industry 4.0 with Education 4.0 in construction engineering pedagogy is to create awareness of innovative technologies and to equip graduates with futuristic skills and knowledge. Even though the adoption of Industry 4.0 and Education 4.0 has taken place in the field of construction, limited studies were found on this subject matter, particularly in comparing the awareness between the industry and academia. Hence, this study examines the awareness and barriers of Industry 4.0 and Education 4.0 adoption between the industry players and academicians from the construction engineering perspective. A structured questionnaire survey was developed and distributed within public construction projects and public universities across Peninsular Malaysia. Data for this study were collected through face-to-face meetings and online survey distribution. Findings from the two different categories of respondents with different age range and academic qualifications provide similar, as well as dissimilar outcomes on the awareness and knowledge in accordance with their nature of work. Nonetheless, both distinct respondents have found financial constraint to be the most critical barrier for Industry 4.0 and Education 4.0 adoption. This study provides the revelation on the current state of awareness, knowledge and barriers among the players (industry and academic) in construction engineering and these insights could be further delineated for future action plans in aim to increase the adoption of Industry 4.0 within the field.   Keywords: Industry 4.0, Education 4.0, Construction Engineering, Industry Practitioners, Academicians.

The digitisation of technologies heavily influences the construction industry with requirements for a new set of knowledge and a skilled workforce. Relatively, the adoption of Industry 4.0 in the work environment changes the current pedagogy at educational institutions through Education 4.0. The importance of adopting and adapting Industry 4.0 with Education 4.0 in construction engineering pedagogy is to create awareness of innovative technologies and to equip graduates with futuristic skills and knowledge. Even though the adoption of Industry 4.0 and Education 4.0 has taken place in the field of construction, limited studies were found on this subject matter, particularly in comparing the awareness between the industry and academia. Hence, this study examines the awareness and barriers of Industry 4.0 and Education 4.0 adoption between the industry players and academicians from the construction engineering perspective. A structured questionnaire survey was developed and distributed within public construction projects and public universities across Peninsular Malaysia. Data for this study were collected through face-to-face meetings and online survey distribution. Findings from the two different categories of respondents with different age range and academic qualifications provide similar, as well as dissimilar outcomes on the awareness and knowledge in accordance with their nature of work. Nonetheless, both distinct respondents have found financial constraint to be the most critical barrier for Industry 4.0 and Education 4.0 adoption. This study provides the revelation on the current state of awareness, knowledge and barriers among the players (industry and academic) in construction engineering and these insights could be further delineated for future action plans in aim to increase the adoption of Industry 4.0 within the field.   Keywords: Industry 4.0, Education 4.0, Construction Engineering, Industry Practitioners, Academicians.

The digitisation of technologies heavily influences the construction industry with requirements for a new set of knowledge and a skilled workforce. Relatively, the adoption of Industry 4.0 in the work environment changes the current pedagogy at educational institutions through Education 4.0. The importance of adopting and adapting Industry 4.0 with Education 4.0 in construction engineering pedagogy is to create awareness of innovative technologies and to equip graduates with futuristic skills and knowledge. Even though the adoption of Industry 4.0 and Education 4.0 has taken place in the field of construction, limited studies were found on this subject matter, particularly in comparing the awareness between the industry and academia. Hence, this study examines the awareness and barriers of Industry 4.0 and Education 4.0 adoption between the industry players and academicians from the construction engineering perspective. A structured questionnaire survey was developed and distributed within public construction projects and public universities across Peninsular Malaysia. Data for this study were collected through face-to-face meetings and online survey distribution. Findings from the two different categories of respondents with different age range and academic qualifications provide similar, as well as dissimilar outcomes on the awareness and knowledge in accordance with their nature of work. Nonetheless, both distinct respondents have found financial constraint to be the most critical barrier for Industry 4.0 and Education 4.0 adoption. This study provides the revelation on the current state of awareness, knowledge and barriers among the players (industry and academic) in construction engineering and these insights could be further delineated for future action plans in aim to increase the adoption of Industry 4.0 within the field.   Keywords: Industry 4.0, Education 4.0, Construction Engineering, Industry Practitioners, Academicians.

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., Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.

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., Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.

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., Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.

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., Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.

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., Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.

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., Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.

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., Hoy en día, las Instituciones de Educación Superior (IES) deben ser más inclusivas desde una visión metodológica apropiada utilizada en el aula. De esta manera, los estudiantes con discapacidad visual (EDV) se convierten en un desafío para los maestros que buscan incorporar diferentes ambientes de aprendizaje. Este desafío se incrementa cuando el proceso de enseñanza y aprendizaje para los EDV se relaciona con el idioma inglés; debido a la ausencia de recursos didácticos educativos disponibles en el centro educativo y al desconocimiento de las metodologías y estrategias de enseñanza apropiadas para desarrollar las diferentes habilidades lingüísticas: escuchar, hablar, leer y escribir que acompañan el proceso educativo en la adquisición del idioma inglés. De acuerdo con la presente problemática, esta investigación propone una estrategia metodológica novedosa, basada en el uso del aprendizaje significativo utilizando tecnologías emergentes como guía principal para los alumnos con discapacidad visual. Así, el mapa de ruta de las buenas prácticas en el uso de esta metodología permitirá establecer un proceso claro para lograr una participación activa, significativa y autónoma de los alumnos, utilizando el menor tiempo posible en el proceso de enseñanza-aprendizaje del idioma inglés.

Currently, the development of increasingly sophisticated platforms to carry out Distance Education (ED) at a higher level is underway. Through the implementation of different types of emerging technologies, and with this, there is a pressing need to standardise a frame of reference sufficiently effective and adaptable that allows the restructuring of the established educational model that covers the inherent needs of the new practices of the teaching-learning process. For this reason, in this document, a brief description and analysis of the traditional educational model are carried out in this learning mode, in order to identify the most critical factors and propose an extrapolation alternative to a model within the framework of Education 4.0.

The evolution of education affects the style and approach of teaching and learning. Education 4.0 as the current evolution in education focuses on the students and the usage of technology. iBakery as a form of iBook is one of the technology implementations in education for Autistic students. iBakery is an Autistic user-friendly courseware which provides a set of instructions needed in baking activity. By concentrating on the interface, content presentation, and flow of the system, iBakery could help Autistic students to learn about bakery in a fun way. From the qualitative testing which has been conducted towards target users, results show positive feedbacks on iBakery from both teachers and Autistic students. It is believed that iBakery could help Autistic students to gain their baking skills which could be applied in their future life as a chance of independent living and career opportunity.

peer-reviewed, This paper examines the unbundling of research in the context of the Teachers’ Research Exchange (T-REX) platform, the national flagship Internet platform in Ireland for teachers to access, use and engage in research. This paper draws on two theoretical frameworks: Laurillard’s conversational framework and Salmon’s five-stage model. The first highlights the experimental, exploratory and creative aspects of developing an overall framework to structure the digital learning environment for teachers-as-researchers. The second explores the future of higher education and systems like T-REX in the era of digital transformation and the emerging context of Education 4.0. The original contribution is the integration of these frameworks in the creation of an open and shared learning platform so that schools and teachers can be supported to access, collaborate in and undertake research. In particular, the paper outlines signature features of the T-REX design and the way it has emerged over the last 5 years as an innovative platform to mediate the fusion of research and teaching in education. The paper highlights key issues and challenges in unbundling the traditional university, particularly in the context of educational research, but also the imperative of doing so, in the emerging era of Education 4.0. Implications for practice or policy: • Supporting teachers’ research engagement is increasingly identified as a key priority in the improvement of educational standards and systems. • T-REX is of value to educationalists interested in a shared learning and open online teacher-research platform. • There should be a dialogic approach to the relationship between teaching and research, where each informs and enhances the other.