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The relationship between Industry 4.0 and education is a common research topic these days. Its examination is usually carried out either from the economic side or from the education side. However, this relationship also affects many other areas of life, so it is worth analysing from the perspective of other sciences as well. An outsider’s point of view can draw attention to details that do not stand out from the overall picture for either industry or education researchers the purpose of this study is to draw attention to such points of view. For this purpose, authors examined the questionnaires of the pilot test of older planned research using the method of text analysis. The educational paradigm always, in any historical era, acts as a paradigmatic idea of the development of innovations and the economic development of society as a whole. The trajectory of society’s development and the saturation of the labor market with high-quality specialists will depend on the correct interaction of the subjects of the educational process, including the management of educational institutions and guarantors of educational programs, with employers. Such interaction will influence the formation of the correct system of competencies in future specialists, which must be adapted to new challenges and market needs. Properly chosen communication approaches establish the priority of knowledge, cause the need to improve the quality of this knowledge and understand the consequences of their impact on society and, in particular, on the innovative development of society. Based on the survey results, the transformation of the teacher’s role is one of the most important changes compared to traditional education. However, the renewal of the curriculum and the application of modern methods in education also play a significant role. There is no need to give students instruction manuals, but knowledge and skills that enable them to learn new knowledge. Survey results show that educational paradigm shift can be a result of developing the modern educational content and methods and lead to the qualitative development of innovative society.

This systematic literature review aimed to provide updated information on lifelong learning in educational research by examining theoretical documents and empirical papers from 2000 to 2022. This review sought to identify concepts, theories, and research trends and methods linked to lifelong learning in educational research in different countries. Our review findings showed that theoretical papers, such as reports, policies, and concepts of lifelong learning, are generally much more extensive than empirical studies. Word cloud analysis revealed that the most prominent concepts were lifelong learning skills, lifelong learning competencies, and the three types of lifelong learning (formal, nonformal, and informal). Following the inductive analysis, this study investigated three common research trends: conceptual framework or policies of lifelong learning, lifelong learning abilities, and influencing factors of lifelong learning and/or lifelong learning abilities. Regarding methodology, this study identified only three studies that used mixed methods, which is insufficient in the field. In addition, heterogeneity was also observed between research instruments in lifelong learning. Different data analysis techniques can be applied in this field, including content analysis, descriptive analysis, and inferential analysis. Finally, the participants involved in the examined studies were students, primary and secondary school teachers, undergraduates, postgraduates, student teachers, European Union Lifelong Learning experts, young adults, teacher educators, administrators, and academic staff.

The methodology of educational informatics in higher education

Understanding the concept of sustainability and its implementation in specific actions is necessary for today’s societies, and part of this responsibility falls on Higher Education Institutions. How these institutions have tried to address this issue has been diverse. To standardize, homogenize, and validate these sustainable practices, a few years ago, the University of Indonesia Green Metric positioned itself as the internationally accepted ranking; however, other rankings have begun to emerge, such as the Times Higher Education Impact Ranking, which also addresses the search for compliance of the SDGs. For a novel or incipient university to establish the politics and actions to fulfill sustainability and SDGs or stay on track may represent a disorienting and challenging task, particularly when these rankings have different origins or criteria. So, this research aimed to review the top ten universities and their actions in the University of Indonesia Green Metric and Times Higher Education Impact Ranking, along with the organizational initiatives in education, to clarify the key measures and actions adopted by universities toward sustainability and their participation in the rankings, to pursue the SDGs related to social and environmental impacts in universities. Additionally, as a case study, we analyzed in detail the actions performed by the Tecnologico de Monterrey (located at the 274th and 100–200th places of the University of Indonesia Green Metric and the Times Higher Education Impact Ranking, respectively) and compared them with those of Top Ten Higher Education Institutions in both rankings. As a result, a summary guide of the actions is suggested to guide higher education institutions in adopting the required level of sustainability development indicated in the rankings.

Capacity building is a corner stone for having well prepared and effective teaching staff in engineering education. Despite the importance of capacity building in engineering education, there is relatively little research on this topic. In this paper, we address this gap by reporting on an international comparative study on capacity building practices in university-level engineering education. We examine how capacity building is organised in seven European institutions (in Belgium, Finland, France, Germany, Hungary, Sweden, UK) and Australia, based on institutional education policies and practices. We compare the preparation of teaching staff, their initial training, and continuing capacity building activities throughout their careers. To do this, we applied a qualitative approach, collecting data through (1) a structured questionnaire answered by the members of the SEFI SIG on Capacity building and (2) written notes produced during an international workshop on capacity building at the 2021 SEFI conference. We then conducted a comparative case study, exploring similarities and differences between incentives for permanent academic staff to engage in capacity building, how capacity building is organised, and at what point in their careers staff engage in it. Our findings indicate very diverse approaches, rules and practices as well as different obstacles and challenges for engineering education. The outcomes of our study can be used by policy makers to inform capacity building practices and engineering education in HEIs (Higher Education Institutions), and our questionnaire provides a tool for monitoring and reporting practices throughout the sector.

Napjaink „okos régiói” képesek hatékony innovációs ökoszisztémát létrehozni a térségi szereplők sokféle – tudás-, emberi, strukturális és kapcsolati - tőkéjét összekapcsolva. Az egyetemek cselekvő közreműködése alapvető fontosságú a regionális erősségek és kapacitások azonosításában és kiaknázásában – összhangban az intelligens szakosodást támogató kutatási és innovációs stratégiák európai programjával. A regionális felsőoktatási intézmények működésében meghatározó jelentőségű a fenntartható fejlődés új generációs koncepciója, ami egyúttal fontos eszköze is „a tudás „körkörös gazdasága” fogalmának megismertetésében és megvalósításában. A koncepció megvalósítását támogatja, hogy a nemzeti és európai finanszírozó szervek újra megvizsgálják és tanulmányozzák a már befejezett projektek eredményeit, segítve a releváns eredmények ismételt felhasználását új regionális és nemzeti kontextusban. Így a kutatási programok és a befejezett projektek eredményei (ötletek, ajánlások, módszerek, gyakorlati javaslatok, prototípusok és találmányok) újra alkalmazhatók a jelenleg futó és a későbbi programokban és projektekben is. Ez erősítheti a vállalkozói egyetemek és az azokkal együttműködő kormányzati szervek együttműködését a társadalmi innováció regionális és európai katalizálásában is. Az Aalto Egyetem és a Párizsi Új Klub által 2010-2014-ben kifejlesztett Aalto Camp for Societal Innovation (ACSI) a társadalmi innováció fontos platformja. Ez a globális hálózatokat egyesítő platform a kutatás, a tanulás és a gyors prototípuskészítés egyidejű elősegítésével hozzájárul a valós társadalmi kihívások kapcsán felmerülő szükségletek innovatív kielégítéséhez és a kapcsolódó rendszerszintű változásokhoz. Az ACSI keretében a különböző karok és egységek közötti együttműködésben az egyetemen belül is alkalmazzák a Tudásháromszög modellt, ami lehetővé teszi módszertani és pedagógiai alapvetéseinek továbbfejlesztését is a gyakorlati alkalmazás tapasztalatainak figyelembe vételével.

This article reports on the role of teacher education in the curriculum reform of basic education in Myanmar. There was political change in Myanmar, a transition from military administration to democracy in 2010. Political change impacts on various sectors such as economic, education and health. As the education system was changed to meet the international standards, curriculum in basic education and teacher education were updated. In the previous education of Myanmar that has progressed from the old monastic education to the current modern education, there has never been a curriculum framework although syllabi, textbooks, teacher’s guides with different teaching methods and various assessment forms were designed and used. Therefore, Myanmar Ministry of Education is now implementing the educational reforms by setting the curriculum framework with the direction of the National Education Law (Soe, et al.; 2017, Htet, 2020). This paper provides an overview of teacher education, basic education, curriculum reforms. Although teacher education including three institutions cooperates with basic education in implementation of the new curriculum, it found that there are still few weaknesses in implementation of the new curriculum of basic education. Soe et al. (2017) recommended that the new curriculum will fulfill local needs and circumstances and discourage the practice of rote-learning and will ensure that students grow as independent thinkers with their own sense of creativity.

In this paper we aim at presenting SEFI Annual Conference 2019 from the thematic point of view. Authors have creatively reacted to the main theme ‘Complexity as the new normality’ by targeting different areas of education where complexity arises: project work, curricular changes and connection to the job market are just few examples. The importance of soft skills alongside the core engineering background has motivated an intense discussion on the role of teaching in developing students’ skills. We identified the most represented topics at SEFI 2019 and we reflected on the importance of less represented topics such as Lifelong learning, Talent management, Sustainability and 4th Industrial Revolution. We based our decision on the relevance of such topics for shaping the future engineering education practices. We hope to spark the readers’ interest and motivate to explore the articles in this thematic issue as well as the Proceedings of SEFI 2019 Conference.

Nowadays the concept of trust attracts special attention. One of the most common approaches is examining self-confidence alongside human values and competencies.The study intends to point out the significance of self-confidence with regard to adult efficiency. The hypothesis is that positive self-assurance can essentially influence our achievement and our achievement has an impact on our self-confidence. Self-confidence often has a reflection as a feeling in the consciousness – the study strives to decompose this feeling or emotion into rational, measurable features and show its effect in the reflection of the self-image created by successful top managers and leaders.The data are from the results of studies collected since 2014 among top managers in the competitive sector during their non-formal? informal adult education. In the evaluation process, Emőke Nyéki’s 8-year-long expertise and knowledge in adult education is completed with her decade-long experience as a leader.

There has been an increasing interest during the latest decades ofFinlandregarding the roots and reasons of the success of the country in the fields of Innovation, modernization, well being, social progress, high quality education. Along these key terms – together with other countries of the Scandinavian region but with a kind of special leading status,Finlandhas often been quoted in the international economy and policy studies.

The year 1989 was a turning point in the history of Hungary. Many fundamental changes have since taken place in the country's teaching and learning at a regional level. This paper summarises the current problems of traditional university education in Hungary and then relates them to the roles of lifelong learning centres. After showing why these centres are needed, this paper describes their functions and means of support, either by the state or by other organisations. The position in the author's region and the role of the Lifelong Learning Centre in Debrecen are then described in more detail and the key issues that remain for the education of adults in Hungary are outlined.