TOWARDS EDUCATION 4.0: STRENGTHS, LIMITATIONS, AND PERSPECTIVES OF CURRENT PEDAGOGICAL APPROACHES

The rapid evolution of Industry 4.0 has highlighted the necessity for an educational transformation to bridge the gap between traditional curricula and the evolving demands of the labor market. Education 4.0 emerges as a paradigm shift, aiming to align learning methodologies with the competencies required for the Fourth Industrial Revolution. In this study, we conduct a systematic literature review using the PRISMA method to analyze various pedagogical approaches, including Blended Learning, Project-Based Learning, Serious Games, Problem-Based Learning, Immersive Learning, Simulation Learning and Learning Factories through the lens of Fisk’s principles of Education 4.0. The results show that these methods promote learner autonomy, project-centered learning, as well as spatiotemporal flexibility and the ability to choose tools and resources. However, significant gaps remain, particularly regarding the personalization of learning pathways, student involvement in curriculum design, and the development of data interpretation skills. Notably, no approach fully adheres to all principles, highlighting systemic limitations such as infrastructural disparities and the evolving role of educators as mentors. These findings highlight the need for a thorough reflection on the evolution of educational systems to precisely identify the pedagogical needs and requirements that should be integrated into a future specification document for the development of an educational model adapted to the challenges of Industry 4.0.