Reference Internationalization and Mobility
Aoun, J. E. (2018). Robot-proof:
higher education in the age of
artificial intelligence. Journal of
Education for Teaching.
https://doi.org/10.1080/
02607476.2018.1500792
Hussin, A.A. (2018) Education 4.0
Made Simple: Ideas For
Teaching. International Journal
of Education & Literacy Studies
EMI English Proficiency
The fourth Industrial Revolution (IR 4.0)
has changed the landscape of educational
system. IR 4.0 is controlled by artificial
intelligence and digital physical
frameworks that make human-machine
interface more universal. Quick revolution
in innovation has delivered another model
of education for the future Education 4.0.
To prepare learners for future life and
work achieved by IR 4.0 where more smart
robots will supplant people in certain
activity divisions, education should harness
on pertinent information and abilities that
couldn't be replaced by robots. Innovation
interruption that produces Education 4.0
that focuses on educational development
and skill has made future learning more
customized, hyper, intelligent, portable,
worldwide and virtual.
Education4.0 is a response to the needs of
IR4.0 where human and technology are
aligned to enable new possibilities. New
vision of learning promotes learners to
learn not only skills and knowledge that
are needed but also to identify the source
to learn these skills and knowledge. Peers
become very significant in their learning.
They learn together and from each other,
while the teachers assume the role of
facilitators in their learning.
Umanchandran et al. 2018.
Gearing Up Eduaction towards
Industry 4.0. International
Journal of Computers &
Technology
Lase, D (2019). Education and
Industrial Revoution 4.0
Aygun, D., Sati, Z., Yilmaz, L.
(2019). Industry 4.0 Awareness:
A Research on Post-Graduate
Students.
Student-centered learning, learning
consequences will have lifelong erudition
where educational institutions will develop
robust integrated systems and
infrastructure to facilitate learning by
doing rather than by the conventional
learning.
The developmet of current and future
curricula must elaborate on the abilities of
students in academic dimensions, life skills,
and the ability to live together and think
critically and creatively.
Determine the most prominent
qualifications and the relevance of related
concepts regarding to industry 4.0 by
focusing on perspective of postgraduate
students.
Daud, A. (2018). Being a Teachers of this digital age, should be
Professional Teacher in the Era of teachers with the 21st century learning
Inustrial Revolution 4.0: mindset, possess digital literacy, keep
Opportunities, Challenges and learning new things, and should be bale to
Strategies for Innovative make use of opportunities provided by the
Classroom Practice IR 4.0 for their better teaching.

Sackey S. M. & Bester,A. (2016) It is necessary to identify the potential

Industrial Engineering Curriculum curriculum reforms that would prepare
in IndustryY 4.0 in South African and give industrial engineers sufficient
Context knowledge so that they can function
effectively in industry 4.0 systems.

Umanchandran et al. 2019. Today’s students will compete in a

Designing learning-skills towards
industry 4.0. World Journal on
Educational Technology: Current
Issues
technological, diverse, multi-cultural world
and must be prepared to thrive in this
futuristic environment. Therefore, it is vital
that today’s pedagogy produce lifelong
learners, who can succeed in a global
pulpit.
2019. Future of Work with the
Industry 4.0
Kambarov et.al, (2018) The Path
to Industry 4.0. Creation of
Learning Factory for education
students of technical universities
in Uzbekistan. Conference Paper
Researchers believe that Industry 4.0 is
more likely to change substantially the
nature of jobs, future workplace and
labour force. On the one side, a lot of
existing jobs will be replaced by a set of
new jobs because of the digitalisation and
automation of many work activities. On the
other side, with a transition to Industry 4.0,
demand for highly-skilled workers will
increase while demand for the low and
medium-skilled workers will fall.
In smart factories, the manufacturing
processes will be fully automated and
cyber-physical systems will be able to
communicate with one another and
integrated networks to achieve a common
goal. With these new technologies,
innovative didactic concepts are required
to cope with new arising tasks on the job
and in the development of such systems
 Subjects or Related
Respondents Variables Instrument Methodology Results and Findings
None, literature K+12 None Qualitative - The competencies that must
survey analysis Curriculum, Literature review be possessed by the teacher
competencies analysis. Library are educational competence,
and teachers research skill for technological
methodology, commercialization, capability
international in globalization, expertise in
industries future strategies, and
counselor competence. In
addition to these
competencies, teachers also
need to have skills and
friendliness with technology,
collaboration, creative and
taking risks, having a good
sense of humor, and teaching
as a whole. The open
learning platform is one way
to be considered by the
school and teacher in
deciding how education and
learning are held.

None Education 4.0 in None Qualitative- It is not impossible for a

Malaysia literature review language course to adapt to
analysis the changes that are brought
by the IR4.0 wave. It is about
time for class intructors to
consider integrating more
current technologies in their
teaching methodology.
 None Demand on None Qualitative-
Education, literature review
Digital rubrics in analysis
higher
eduaction
Educational institutions that
dare to risk for moving
towards innovatively
accommodate industry 4.0
are ending to a catastrophe
in supply of people resources
to the modern industries.
None Teacher None Library Research The teaching profession does
Competence not have a significant
and Skills influence with the inustry
4.0, teachers must not be
complacent with the exsting
conditions; teachers must
continue to improve
themselves so they can
becoe teachers who can
produce better quality
human resources. The
following are the skills that
need to be faced by the
teachers in the Industry 4.0:
Friendly with technology,
Collaboration, Creative nad
taking risks, have a good
sense of humor, and teaching
holistically.

Postgraduate Awareness of Author- Online Survey Findings show that according

students in postgraduate designed Questionnaire to the students, behavioral
Istanbul students on questionnaire competencies are not highly
Industry 4.0 related to Industry 4.0 in
today's economy while more
quantitative/technical an job-
related qualifications have
high relevance.
Professional Blended None Qualitative- Educators is oblidged to
Teachers in learning literature review make self-adaptation and
Indonesia analysis certain changes to
successfully utilize all the
potential benefits brought by
the IR 4.0.

South African Industrial Author- Literature survey Of the areas that need
Universities Engineer designed and curriculum attention,
Curricula questionnaire Questionnaire advanced analytics and
survey system simulation, novel
human-machine interfaces,
digital-to-physical transfer
technologies, and data-to-
information conversion
processes appear to be the
most important.

None Industry 4.0, None Qualitative- The importance of digital

IoT, smart literature review support is widely recognised
teaching, future analysis for both students and
skills. teachers, even if the use of
ICT per se is not sufficient
because it requires the
contextual implementation
of a parallel pedagogic
approach; hence, e-learning
has to increase the speed of
transferring knowledge
commonly with philosophies
and methodologies within
the context of outcome-
based education, in an ICT
learning environment
None Technologic None Qualitative- New jobs with higher skills
enhancement, literature review created by Industry 4.0 will
Future of work, analysis require new qualifications
Employment and new skillsets. In this
policies. sense, self-organization,
management, teamwork, or
communication skills are
more likely to increase
importance

None Learning None System The proposed “Learning

Factory Development Factory” is a part of the
Methodology digital manufacturing and
industrial integration
ecosystem. The developed
framework is expected to
support the continuous
learning for the local
technical discipline students.
This framework is expected
to produce new
competencies, support the
emergence of new business
modules, business networks
and spin-offs in the region.
Besides this, proposed
“Learning Factory”
framework can be used for
the practical qualification of
the engineering employees of
the regional manufacturing
enterprises.
 Implications and Conclusions Recommendations
The development of current and All industries are being
future curricula must elaborate on pushed up a curve of
the abilities of learners and teachers transformation by FIRe yet
in the academic dimension, life not all industries are at the
skills, and the ability to live together same point of disruption,
and think critically and creatively in according to Bughi et al.
congruency to FIRe. Also, the (2017). Philippine
curriculum must be able to direct Government need to
and shape learners ready to face consider and align the
the industrial revolution era with an competencies and skills to
emphasis in science teaching. foster the development of
science education under
Industry 4.0. For example,
revising teachers' action
plan with respect to
Industry 4.0, in which the
collaboration among
community - industry -
neighboring schools must
be highlighted and
promoted by specific
measurements from all
relevant parties.

Integrating more current Instructors should welcome

technologies will make the
instructors more creative in
designing their lessons, thus making
the learning more interesting. The
flipped classroom approach has
enable the class instructors to the
plan the learning activities in such a
way that can support the Social
Emotional Learning of the students
as well.
this new wave of Education
4.0 as not only the students
will benefit from it,
language instructors can
also have more flexibility in
designing their lessons
creatively.
Opportunity loss would heavily
burden the education system and
would impinge the change
requirements as a lost time leading
the disrupting the advantageous
economy and straining the future
generations.
To ensure the adjusted curriculum is Several things need to be
implemented optimally, then the
competencies that must be
possessed by the teacher at the
same time to enter the era of the
Industrial Revolution4.0. First,
educational competence. Second, centered learning, (2)
competence for technological
commercialization. Third,
competence in globalization.
Fourth, competence in future
stratregies.
Students see domain knowledge
and har skills more important than
soft skills. Innovation, Human
Computer Interaction and
Knowledge Management are found
very related to Industry 4.0.
Existence of technological
support needs to be
prepared ahead of the
required moment.
considered by the school
and the teacher in deciding
how education and learning
held. That is (1) the learning
approach must be student-
learnig must be
collaborative, (3)
meaningful learning, and
(4) integrated with the
community.
Future research can be
done on undergraduate
students. Industry 4.0 can
be done in an international
extent and with
comparison between
countries or universities.
Teachers must shift their mind Professional teachers can
about the role of the teacher and use blended learning and
the learning process. They need to social media for teaching
conduct adaptation programs such and learning.
as adjusting curriculum content with
the content that will prepare
students with the 21st century
abilities.

The current revolution, involving Focus on evolving a 'model

new and integrated technologies
that function on huge data
transfers, will call for a re-
engineering of IE cirricula and the
development of cross-functional
disciplines to match.
smart production systems
model laboratoty structure'
and industry 4.0 learning
factory In tandem with
curriculum reforms.

As machine learning perfects Latest technologies shape

language recognition and the future of education, so
translation; satisfying the user to it is vital that they are used
boosts its adoption along with by teachers from all over
neural networking; engineers can the globe.
get instant feedback on process
flow, its Interruption, and predictive
controls.
Although the debate on the impact
of Industry 4.0 on the future of the
work goes on, it appears that the
future of work is still considerably
keeping ambiguous. Nevertheless,
jobs in the near future are more
likely to be required higher
education and skills. Also, new jobs
seem to consist of non-standard
works and the gig economy offering
more fragmented job opportunities
that a person has to work more
than one job. It means that
underemployment risk will increase
much more in the future.
The proposed “Learning Factory” is
a part of the digital manufacturing
and industrial integration
ecosystem. The developed
framework expected to support the
continuous learning for local
technical discipline students
towards “Industry 4.0” paradigm.
This framework is expected to
produce new competencies,
support the emergence of new
business models, business networks
and spin-offs in the region. Besides,
proposed “Learning Factory”
framework can be integrated for
practical qualification of the
engineering employees of the
regional manufacturing enterprises.
Employment policies should
be developed to meet job-
skill requirements needed
by Industry 4.0
technologies. Sufficient
passive employment
policies should be
developed for unavoidable
costs are minimised and
shared equally, since
Industry 4.0 will bring with
both the new job
opportunitiesand the new
unemployment and
underemployment risks.
Since the concept of
framework is still in
implementation phase,
there is probably still a
need for adoption at
several points to improve it
after first pilot training. A
next step is to consolidate
and enhance the
corresponding educational
contents as the presented
approach can be used as a
foundation for developing
and implementing specific
learning methods for other
layers of the framework.