Derleme / Literature Review 
www.yuksekogretim.org
The Steps to be Taken in Higher Education for Successful
Adaptation to Industry 4.0
Endüstri 4.0’da Baflar›l› Olmak ‹çin Yüksekö¤retimde At›lmas› Gereken Ad›mlar 
Nazl› Yüceol İD
Vocational School of Health Services, Istanbul Geliflim University, Istanbul, Turkey
Özet Abstract
Toplumlar›n ileri gitmesi, kalk›nmas›, ekonomik anlamda rekabet edebilme- The progress of societies, their development, and their ability to com-
si, geliflmifllik düzeyleri ve daha birçok alt bafll›k e¤itime ba¤l› olarak gerçek- pete economically depend on education. Education is both affected by
leflmektedir. E¤itim tüm bu alanlardaki de¤iflimlerden hem etkilenmekte hem changes in all these areas and affects them. The desired results from the
de tüm bu süreçleri etkilemektedir. Endüstri 4.0 olarak adland›r›lan yeni dal- new wave of industrial revolution called industry 4.0 can only be achieved
ga endüstri devriminden, istenilen sonuçlar›n elde edilmesinin yolu ise yine through education as well. Industry 4.0 is the new industrial revolution
e¤itimden geçmektedir. Endüstri 4.0 ilk olarak Almanya’da ortaya ç›kan ve that first appeared in Germany and includes applications such as
otonom araçlar, giyilebilir teknolojiler yapay zekâ uygulamalar›, blok zinciri, autonomous vehicles, wearable technologies, artificial intelligence appli-
bulut biliflim sistemleri gibi uygulamalar› içeren yeni sanayi devrimidir ve ge- cations, block chain, and cloud computing systems. With the innovations
tirdi¤i yenilikler ile ifl yapma flekillerini ve çal›flanlar›n sahip olmas› gereken brought by the revolution, it has been changing the ways of doing busi-
yetkinlikler ba¤lam›nda de¤ifliklikler yaratacakt›r. Endüstri 4.0, sahip olunan ness and the competencies required from employees. Industry 4.0
vizyonun çok ötesinde üniversite ö¤rencilerinin mezun olduktan sonra hangi requires university students to have new knowledge, competencies and
yeni bilgi, yetkinlik ve becerilere sahip olmalar› gerekti¤ini, iflgücünün kazan- skills before graduation, the workforce to acquire new skills, and the
mas› gereken yeni becerilerin nas›l kazan›laca¤›n› ve tüm bunlar›n sa¤lanabil- restructuring and transformation of higher education to achieve all of
mesi için yüksekö¤retimin yeniden yap›lanmas›n› ve dönüflümünü gerektir- these. Thus, industry 4.0 is reshaping the future of education. This
mektedir. Bu ba¤lamda endüstri 4.0 e¤itimin gelece¤ini yeniden flekillendir- review study focuses on the connection of higher education and industry
mektedir. Bu çal›flma derleme türünde ele al›nm›flt›r. Çal›flmada ulusal ve 4.0 by examining the national and international literature. It aims to
uluslararas› literatür incelenerek yüksekö¤retim ve endüstri 4.0 ba¤lant›s› or- present a general assessment of the steps to be taken in higher education
taya konmufltur. Bu ba¤lamda amac›m›z, endüstri 4.0’›n gerekliliklerine para- in parallel with the requirements of industry 4.0 and the new competen-
lel olarak yüksekö¤retimde at›lmas› gereken ad›mlar ve mezunlara kazand›r›l- cies that should be acquired by graduates. It is concluded with some sug-
mas› gereken yeni yetkinler ile ilgili genel bir de¤erlendirme ortaya koymak- gestions about what should be done regarding the international standards
t›r. Yüksekö¤retimde ö¤retim programlar›n›n mevcut süreçlere ve de¤iflimle- in order for the higher education curricula to adapt to the existing
re uyum sa¤lamas›, ça¤›n koflul ve isteklerine uygun nitelikte insan gücünün processes and changes, to train human resources in accordance with the
yetifltirilebilmesi için uluslararas› standartlarda neler yap›lmas› gerekti¤i, iflgü- conditions and demands of the age, what new competencies the work-
cünün sahip olmas› gereken yeni yetkinliklerin ve süreç ile ilgili izlenmesi ge- force should have, and the steps to be followed regarding industry 4.0. 
reken ad›mlar›n neler oldu¤u hakk›nda ç›kar›mlarda bulunulmufltur. 
Anahtar sözcükler: Endüstri 4.0, sanayi devrimleri, yüksekö¤retim. Keywords: Higher education, industrial revolutions, industry 4.0.
L ooking at the history of humanity, one encounters economies. It is in the best interest of society to analyze therevolutions, transformations and developments that requirements of the changes required and take the necessaryhave affected societies and social structures. Today, a steps to implement them. Focusing on education systems is
new revolution is occurring and all societies will undergo radi- needed to ensure that the inevitable changes that will occur are
cal changes in their structures and perspectives due to the in the best interest of humanity. One of the most important
advances in technology. These advances are transforming edu- problems that need to be resolved is how to facilitate the learn-
cation systems, politics, social-cultural structure, and ing of this new industrial revolution at the university level. 
Yüksekö¤retim Dergisi / Journal of Higher Education (Turkey), 11(3), 563–577. © 2021 Deomed
‹letiflim / Correspondence:
Gelifl tarihi / Received: Eylül / September 10, 2019; Kabul tarihi / Accepted: fiubat / February 6, 2021
Lecturer Nazl› Yüceol Bu makalenin at›f künyesi / How to cite this article: Yüceol, N. (2021). The steps to be taken in higher education for
Vocational School of Health Sciences, successful adaptation to industry 4.0. Yüksekö¤retim Dergisi, 11(3), 563–577. doi:10.2399/yod.21.617715
Istanbul Geliflim University,
Istanbul, Turkey 
e-mail: nyuceol@gelisim.edu.tr 
ORCID ID: N. Yüceol 0000-0001-8416-5707
Nazl› Yüceol
The fourth industrial revolution comprises digital tech- Kleinke, & Pistrui, 2020). These developments not only affect
nologies such as the internet of things, additive manufacturing industrial productivity, but also change the labor market. With
and augmented reality (Calderón & Izquierdo, 2020). Big data, the development of digitalization and robotic technology,
internet of things, artificial intelligence, cloud computing, training potential employees for jobs that do not exist yet and
machine learning, augmented reality are the foundations of the developing technologies to solve problems that have not yet
industry 4.0 paradigm. This paradigm runs throughout indus- emerged are some of the inevitable consequences of industry
try 4.0 from transportation to energy production, agriculture to 4.0. With industry 4.0, new competencies, knowledge and
health, food to safety and education. Industry 4.0 forms the skills are emerging that university graduates must have. Higher
basis of the transition to digital communication used in all these education institutions should analyze these emerging compe-
areas (Assante, Caforio, Flamini, & Romano, 2019). tencies and develop a way to meet the business community’s
Shortly after the announcement of industry 4.0 at the 2019 changing expectations for employee knowledge and expertise.
“Hannover Messe” fair in Germany, the concept of digitaliza- Additionally, the individuals who receive higher education
tion of production, which was part of the fourth industrial rev- appropriate for the industry 4.0 change need to be flexible and
olution, was highlighted at the World Economic Forum capable of self-development (Abdullah, Humaidi, & Shasrom,
(WEF) in Davos in 2019. Extended discussions between edu- 2020).
cation leaders and researchers focused on the development of Industry 4.0 has been the subject of considerable research
higher education curriculum applied to industry 4.0 technolo- due to its increasing importance. The purpose of this study is
gy (Gleason, 2018). A transformation will occur in terms of to reveal the structural changes necessary to enhance the rela-
professional dimensions, business dynamics, education sys- tionship between industry 4.0 transformation and higher edu-
tems, and working conditions (Liboni, Cezarino, Jabbour, cation in terms of new competencies graduates need and mak-
Oliveira, & Stefanelli, 2019). In parallel with these develop- ing recommendations for a framework to guide this transfor-
ments, industry 4.0 will require change in higher education. mation.
These discussions addressed how industry 4.0 will shape the Karacan Özdemir and Ayaz (2020) have emphasized the
future of education, what knowledge and skills students need importance of higher education coursework as a way to elimi-
from university-level training, and how the workforce will be nate the gap in knowledge and competence in industry 4.0
able to accelerate new skill acquisition (Li, 2020). This includ- studies. The findings of the study suggest the need to raise
ed not only the characteristics of work, but also changes in job awareness about the subject through career services provided at
descriptions. Therefore, it is necessary to conduct studies on the higher education level as well as to address the relevant
the changes needed in higher education and what steps should infrastructural changes needed (Karacan Özdemir & Ayaz,
2020). Jamaludin, McKay and Ledger (2019) stated in their
take place to achieve these.
study of the ASEAN region that real education reform will
Higher education institutions are transforming because of occur only when the changing needs of university graduates are
economic and socio-political changes, restructuring of govern- in line with digital workforce competencies. The study urged
ment and university relations, globalization and marketization revising the curriculum design to reflect the digital ecosystems
(Merrill, Finnegan, O’Neill, & Revers, 2020). Looking at the of education 4.0 (Jamaludin et al., 2019). The University of the
mission of education, it is the responsibility of higher education Future (2018) discussed the skills needed to succeed in the
to disseminate new knowledge, transfer learning to younger industry 4.0 environment based on 30 interviews with industry
generations, provide the necessary updates while conducting representatives and experts in the field. According to the find-
this transfer and provide learners with the knowledge, skills ings obtained from the study, competencies that higher educa-
and abilities that society needs to implement new knowledge tion institutions need to equip their graduates with are prob-
(Özdemir, 2011), thus ensuring the integration of individuals lem solving, critical thinking, soft skills, enhanced skills, com-
with both their own society and the world. Industry 4.0 munication, working cooperatively with others, and technolog-
includes smart factories managed by cyber-physical systems ical literacy (University of the Future, 2018). Lekha (2019)
where automated machines are at the forefront, robots and mentions that industry 4.0 will require profound changes in the
computers connected to each other via wireless technologies, content, presentation, pedagogy, structure and education man-
and continuous technology development at an extremely high agement of educational services to provide appropriate training
speed. for the industry 4.0 workforce (Lekha, 2019).
This transition of the traditional workforce results in In the current study, firstly, the historical development of
reduced manufacturing and a creation of new jobs (Das, the industrial revolution is explained. Section two presents the
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The Steps to be Taken in Higher Education for Successful Adaptation to Industry 4.0
framework of the relationship between industry 4.0 and higher (Mohajan, 2019b). The second industrial revolution was the
education. Section three outlines the steps higher education electric age with an increased number of consumer products.
must take to meet the needs of industry 4.0. Section three also Technological developments achieved in this period reduced
addresses the competencies required of graduates. The last sec- the time and effort spent by the working class, offering greater
tion includes results and suggestions for future research related efficiency for both business and home use. During this period,
to the relationship between industry 4.0 and higher education. living standards and the purchasing power of consumers
increased rapidly (Mokyr, 1999). The most striking innovation
Historical Development of the Industrial of the period was Henry Ford’s first application of the conveyor
Revolution and Industry 4.0 system in the automobile factory in 1913 (Gen, Cheng, & Lin,
Industrial revolutions have led to rapid and radical changes 2008). This development enabled efficiency, repeatability and
impacting the human experience (Blinder, 2006). Industrial high volume production. Another remarkable development of
breakthroughs that improve technology have led to increased the electric age is the establishment of an electromagnetic sys-
production, enhanced efficiency, and contributed to social tem by Michael Faraday to prevent electrical fires in factories.
improvements. The fact that industrial revolutions strengthen This single factor improved working conditions significantly
economic development and provide competitive advantage and eliminated the pollution caused by gas lighting (Agarwal &
necessitates close monitoring and adaptation. For this reason, Agarwal, 2017).
step-by-step analysis of industrial revolutions measures their In the 1970s, with the introduction of computers and
impact on individuals and societies (Kravchenko & Kyzymenko, automation in industry, the third industrial revolution, called
2019). the “electronic age”, started. The period decreased the need for
The developments brought about by industrial revolu- a large workforce and increased production speed due to com-
tions occurred in four stages from the mid-18th to the early puter-assisted technologies. During this period electronic
21st century (Bloem et al., 2014). Radical changes occurred in devices and information technologies showed a rapid rise.
society due to industrial revolutions. The common feature of Computer systems played a key role in production processes,
all four industrial revolutions is the support they received by and this allowed for personal computers to become affordable.
both the business community and industry leaders (F›rat With the widespread use of digital tools and equipment for both
Oktay, 2016). The first industrial revolution was industry 1.0 design and production, manufacturers were able to create larg-
“machine age”, the second industry 2.0 “electric age,” the er-scale mechanisms for production and offer them to con-
third industry 3.0 “electronic age,” and the fourth is industry sumers (Troxler, 2013). In the third industrial revolution, the
4.0 “internet age” (Peters, 2017). Mechanical engineer James shift from traditional fossil fuel use to renewable energy and
Watt’s improvements in steam engine technology drove the technological innovations (such as the internet of things) where
industrial revolution. The first industrial revolution (industry information technologies are the latest focus are gaining wide-
1.0) started in England around 1750 and continued until the spread attention (Lee et al., 2018). Continued developments in
1840s. The reason this period was the “machine age” is that internet access, software, hardware, and telecommunications
the power of steam and water significantly increased produc- have resulted in technological advances that have transformed
tivity (Bahrin, Othman, Azli, & Talib, 2016). The invention commercial applications, helping to achieve significant gains in
in question was the turning point in the history of mechaniza- productivity (Smith, 2001). 
tion by facilitating the transition from human and animal The transition from industry 1.0 to 2.0 took a century.
labor to machinery (Mohajan, 2019b). Using steam power, There was half a century between industry 2.0 and 3.0, and the
production capacity of the manufacturing industry increased. transition from industry 3.0 to 4.0 has been shorter ( Figure
This played a critical role in the development of industries 1). Because this shortening between the transformations is
where steam engine was pivotal, especially coal mining due to the speed of technological change, the acceleration of
(Agarwal & Agarwal, 2017). This revolution, in which small technological developments will result in industry 4.0 being
businesses turned into large-scale businesses due to increase able to provide needed transitions in a much shorter time.
in production, was the beginning of an industrial culture that High-level thinking skills such as efficient problem solving, as
promoted quality and efficiency (Rojko, 2017). well as critical and creative thinking skills are the precipitants
The period between 1860 and 1914 witnessed the emer- of industrial revolutions (Keleflo¤lu & Kalayc›, 2017, p. 70).
gence of new inventions related to production and communica- At a meeting in Germany in 2011, there was discussion of
tion technologies. It was a second industrial revolution a fourth industrial revolution (industry 4.0). The working
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Nazl› Yüceol
 Figure 1. History of industrial revolutions (Source: Haron, 2018).
group consisted of representatives from academia, industry, ed 200,000 years ago and lasted until 10,000 years ago. Society
and government (Hermann, Pentek, & Otto, 2016). 2.0 is an agricultural society that started 10,000 years ago and
Kagerman, Lukas ve Wahlster (2011) stated that the fourth lasted until the 18th century. Agricultural civilizations estab-
industrial revolution includes not only the development in lished domesticity and families. Society 3.0 is an industrial soci-
automation, but also smart observation and decision-making ety that started at the end of the 18th century and continued
processes. Industry 4.0 is still a controversial term. On the through the 20th century. In society 3.0, individuals enjoyed
one hand, it meets the criteria for a revolution. On the other the fruits of the industrial revolution - mass production of con-
hand, it is an evolutionary development rather than a sudden sumer products. Society 4.0 is an information society that start-
change and rupture (revolution) in industry (Alç›n, 2016). ed in the late 20th century with the invention of the computer
The most important development leading to industry 4.0 is and has continued into the first part of the 21st century socie-
the use of the internet in industrial settings (Drath & Horch, ty, and 5.0 is a “super smart” society that envisions solving
2014). Basic technologies driving industry 4.0 are wearable social problems such as ending poverty by using technologies
devices, augmented reality, simulation, autonomous vehicles such as the internet of things and artificial intelligence
and robots, additive manufacturing, distributed ledger sys- (Kahraman, 2019). 
tems (such as blockchain), big data analytics, mobile comput- One of the systems most affected by these changes in soci-
ing, and cloud computing. These technologies have influ- ety is the education system. Changes have occurred in educa-
enced the creation of new business models (University of the tion systems during points of societal change. Education 1.0
Future, 2018). was based on traditional methodologies of instruction where
Human society has developed over time in line with pro- lecturing students was the norm (Jamaludin et al., 2019). This
duction characteristics that have changed labor competencies process is based on a one-sided flow of information from
and demands within economies. During the process, in paral- teacher to student. The teacher is authoritarian and the pri-
lel with industry 1.0–4.0 changes, society 1.0, society 2.0, soci- mary source of knowledge (Harkins, 2008). The instructor is
ety 3.0, society 4.0 and society 5.0 transformations have taken active, and the student passively receives information. At the
place. Society 1.0 was a hunter and gatherer society that start- end of the process teachers evaluate students based on their
566 Yüksekö¤retim Dergisi | Journal of Higher Education (Turkey)
The Steps to be Taken in Higher Education for Successful Adaptation to Industry 4.0
ability to regurgitate the information presented. In traditional changed the production and consumption relations. Smart
classroom environments lessons are lectures with textbooks factories include smart machines and systems that perceive
used as the sole source for reinforcing them (Keats & Schmidt, the business need through sensors, communicate via the
2007). The use of technology was not part of the education 1.0 internet and access production information to address con-
(Butt, Siddiqui, Soomro, & Asad, 2020; Keats & Schmidt, sumer interests (Alç›n, 2016). Industry 4.0 provides competi-
2007). tive advantages especially in high-tech fields (Man &
Education 2.0, is a distance education model that includes Strandhagen, 2017). Companies that cannot adapt to the new
strategies linked to internet use. This model provides for industrial revolution will eventually lose competitive edge.
two-way communication between the teacher and the student Industry 4.0 sparks international competition. The world is
and among the students themselves. This communication not only facing a challenge of sustainability but also facing
model can make the classroom environment less passive than technological advances such as digitalization and automation
education 1.0 (Puncreobutr, 2016). In this educational setting that will impact sustainability management (Man &
the use of technology for the display of videos and other con- Strandhagen, 2017).
tent can be an integrated element. Industry 4.0 will have a significant impact on the manu-
Education 3.0 is a blended learning system that brings facturing. This will lead to the creation of internet-based
together face-to-face and distance education methods. In edu- smart factories, smart products and smart services available
cation 3.0, students function as resources for information to on the industrial internet (Stock & Seliger, 2016). Internet
support the learning of other students (de Bittencourt, infrastructure constitutes the basis of industry 4.0. In the
Goedert, Sharma, & Bortolozzi, 2019). Students’ responsibili- future people will no longer work in factories. The “dark fac-
ty is to create their own understanding of the knowledge tories” without employees do not need lights because there
addressed in the course rather than just memorizing informa- will be no human workers. At the same time, occupational
tion. In education 3.0, the role of the teacher has evolved from safety risks will no longer exist since robots will replace peo-
an authoritarian provider of information to a guide and coor- ple for jobs that involve elevated temperatures, heavy lifting,
dinator who facilitates learning. Sources such as e-books and and toxic gases. A mobile phone module manufacturer in
educational websites are learning tools. Collaboration, flexible China modified its operation to become the first dark factory
scheduling, and creative use of content go beyond the tradi- (Aksoy, 2017). 
tional classroom environment and become available anywhere With the new industrial revolution, new jobs will emerge
with internet access (Butt et al., 2020). in parallel with the anticipated changes. Tax consulting,
The competitive conditions in the business world have watch repairer, real estate brokering, food serving accountan-
increasingly forced young people to adapt to new skills and cy-auditing, industrial truck and tractor operator are the most
competencies to be competitive in the rapidly changing soci- suitable occupations for computerization. However, mechan-
ety. However, educational settings rarely integrate techno- ical assembly, medical professions (especially surgical inter-
logical developments such as 3D printing, multi-touch ventions), education management, primary and secondary
LCDs, cloud computing, virtual reality, holograms, aug- school teaching, computer system analyst, anthropologists
mented reality, biometrics, AI and QR codes to enhance and archaeologists, forensic technicians are the professions
learning. Innovation has become the new mantra of educa- least suitable for computerization (F›rat & F›rat, 2017). 
tional change (Halili, 2019). Peter Fisk (2017) defines educa- Industry 4.0 has the power to affect business lines in every
tion 4.0 as an education that can take place anywhere, any- country with a rapid rate of change that will impact produc-
time. Education 4.0 has a flexible structure and supports proj- tion, management, and control systems (Y›ld›z, 2017). Due to
ect-based learning that includes mentor support. Learning is the changes resulting from industry 4.0, the number of blue-
under the control of the student and is shaped by self-assess- collar jobs is gradually decreasing but a new white-collar class
ments rather than multiple-choice examinations created by will emerge where creativity and leadership qualities are
the teacher (Fisk, 2017). emphasized (Yaz›c› & Düzkaya, 2016). With the introduction
Currently, people can direct simple machines with com- of internet-based robots and automation systems, machines
mands. With industry 4.0, machines will be able to manage will be able to manage themselves. Thus, a new group of
themselves. Production will be more effective and flexible, employees who are more innovative, creative and able to lead
producing smart products tailored to the specific preference their team will emerge. For example, service sector growth is
of customers (Benešová & Tupa, 2017). Industry 4.0 has also due to knowledge-based jobs. OECD countries employ more
Cilt / Volume 11 | Say› / Issue 3 | Aral›k / December 2021 567
Nazl› Yüceol
than one third of their working workforce in information tion, one function of education is to facilitate individuals
activities (Gültan, 2003). Reich (1992) predicts that there will becoming producers rather than consumers (Özdemir, 2011).
be three main groups of workers in the new economy. These Providing training suitable for the future workforce is crucial
will be symbolic analysts, routine producers, and personal and researchers anticipate that industry 4.0 will require pro-
servants. In the new economy, people who will receive the found changes in core aspects of education such as the con-
highest wages will be symbolic analysts. This will represent tent taught, mode of delivery, pedagogy, structure of training
25% of the work force. Creative workers will comprise about programs, and administrative services (Lekha, 2019). 
20% of the workforce and about 30% of the workforce will With the new industrial revolution, it is necessary to make
be employed as personal servants. He predicted that the rest radical changes to higher education so that universities become
would be civil servants, farmers and miners, engineers, attor- pioneers of the digital age. Industry 4.0 and education 4.0 go
neys, and healthcare providers (Reich, 1992). hand in hand. Thus, education systems need a revolution to
The number of workers doing routine work will gradually meet the changing labor force expectations of the future. At the
decrease as the number of machines and robots increases 2018 Universities UK (UUK) conference, Joint Information
(Tonta & Küçük, 2005). The 50th World Economic Forum Systems Committee (Jisc) introduced the education 4.0 concept
held in 2020 identified the “Jobs of Tomorrow: Mapping and invited business, industry, and government leaders to work
Opportunity in the New Economy”. In the seven main clusters with universities to design and deliver technological solutions
listed within the report, there were ninety-six new professions for a future-oriented student experience (THE, 2017). Within
and occupations. These new jobs represent 506 out of every ten the concept of education 4.0, virtual and traditional classroom
thousand job opportunities in 2020, and 611 out of every ten environments will merge. Higher education will be increasing-
thousand job opportunities by 2022. According to the report, ly important as a training ground for the skills needed for
new professions that will emerge include individuals with arti- industry 4.0. Under the higher education umbrella virtual
ficial intelligence expertise, medical transcriptionist, data scien- learning environments should facilitate learning of the compe-
tist, customer success experts, and new fields of engineering. tency skills necessary to meet the demands of industry 4.0
Occupations with the highest growth rate include social media (Benešová & Tupa, 2017). 
assistant, waste biogas production system technician, wind tur- One concern about the technological advances in machine
bine service technician, green marketing and growth hacker automation is that they will increase the unemployment rate.
(individuals who design strategies to help businesses acquire However, new professions will emerge, and the curricula to
and retain customers) (WEF, 2020). In parallel with all these teach them must be adapted accordingly to address the types of
developments, higher education must be prepared to bring the training required for the new jobs (Flynn, Dance, & Schaefer,
competencies required for these occupations to the academic 2017). For example, about 27% of the jobs in 2022 will be
setting. newly-defined job roles and 21% of the current jobs will disap-
pear (WEF, 2018). According to the Employment Report of
Industry 4.0 and Higher Education the Organization for Economic Development and Cooperation
One area that will need to undergo radical changes due to the (OECD, 2019), 14% of current occupations are under threat of
evolution of industry 4.0 is education. Changes in the job extinction due to automation. The report also states that 32%
market and developments that occur in society impact educa- of current workforce jobs will undergo significant skillset
tion systems. It is also the case that education is an instrument changes. To help decrease anxiety over job market insecurities,
for change in society. The education system is both affected higher education institutions need to research the competency
by social developments influences social change. Higher edu- skills required for the new industry 4.0 careers and develop cur-
cation has a responsibility to equip its graduates with the riculum to include these skillsets. Updating the curriculum,
skillset needed for adapting to a changing society. For this to supporting information technologies, innovation, entrepre-
occur, higher education must seek a place at the table when neurship through R&D activities within universities is essential
there are discussions about the competencies required for to be able to keep up with the required competencies of the jobs
proficiency in skills needed to function effectively in an created by industry 4.0 technology (Yaz›c› & Düzkaya, 2016).
industry 4.0 world. If the world is currently in the informa- Education has contributed to current levels of industrial
tion age, individuals who possess the skillset needed for the evolution and technological progress. Universities have taken
jobs of the information age will only be possible with an edu- on the role of shaping the technology of the future by creat-
cation system that addresses those skillsets. With globaliza- ing a test environment for innovation and educating future
568 Yüksekö¤retim Dergisi | Journal of Higher Education (Turkey)
The Steps to be Taken in Higher Education for Successful Adaptation to Industry 4.0
generations. Today, education can connect to mobile devices Steps Taken in the Transformation in Higher
through applications in the “cloud” for both knowledge and Education 
skill acquisition. Thanks to technology, physical boundaries To be ready for industry 4.0, universities need to make struc-
are no longer an obstacle to education due to national and tural and administrative changes with a strategic focus on
global expansion of network services (Abu Mezied, 2016). required job skills needed for the new industrial revolution
Higher education institutions have a key role in empowering (Erdo¤mufl, 2019). It is important for universities to be trans-
their students to shape their own futures by helping them to parent and accountable to the community. Structures that
develop transferable skills and attitudes. These skills and atti- ensure transparency and accountability help to fulfill institu-
tudes are necessary to continually develop the core profes- tional responsibilities to stakeholders (Erdo¤mufl, 2019).
sional competences required for the jobs of the future Because it is extremely important that higher education insti-
(University of the Future, 2018). In industry 4.0, it is tutions cooperate with their stakeholders regarding industry
extremely important keep up with the pace of technology. It 4.0, cooperation needs oversight. In the process of restructur-
is necessary to make lifelong learning an integral part of one’s ing higher education, universities should consider non-cen-
career. The key to preparing individuals for the economy of tralized structures that allow for more institutional autonomy
the future is to offer quality education opportunities for but with oversight to ensure continued stakeholder support.
everyone (US Government, 2016). The changes in the business and occupational markets that
result from industry 4.0 need to be a top priority for universi-
Transformation Related to Industry 4.0 in ties. Universities must be prepared to create departments and
Higher Education programs in line with job skill requirements and stakeholder
expectations. To accommodate the new professions that will
Universities have a significant role to play in the industrial emerge from industry 4.0, current departments and programs
revolution caused by digitalization. Due to industry 4.0 occu- at universities will have to revamp their curriculum according-
pations will change or disappear, and new ones will emerge. ly. For example, Hamburg University Nanotechnology
These new professions will require new competencies. One Department in Germany have professors who have won six
area of great interest in higher education is innovation. For Nobel Prizes in research and development. The Department
new professions that will emerge in the future in parallel with of Neuromotor Sciences at Bologna University is one of the
industry 4.0, universities should aim to create an information leading research departments in Italy. Biomolecular
society with a focus on human excellence (Sharma & Vij, Engineering Department at Darmstadt Technical University,
2020). which founded IT-Cluster Rhine-Main-Neckar, is also known
An industrial revolution is taking place while structural and as “Silicon Valley of Germany.[1] In addition, an Artificial
functional changes are occurring in education systems. These Intelligence Engineering Department has been opened at
changes necessitate competencies that individuals need to learn Istanbul Technical University in Turkey.[2]
in a university setting. Determining the qualifications an indi- An important aspect of industry 4.0 is lifelong learning.
vidual needs to be successful in his/her career requires a job Lifelong learning refers to an on-going initiative-taking search
analysis. The planning of curriculum presentation of material for knowledge throughout one’s life for personal or profession-
and competency evaluation are important considerations. In al reasons. It encompasses enhanced active citizenship and
guiding this process, one factor that helps the education system interest in personal development. It can ensure self-sustainabil-
to fulfill the function of “meeting the need for qualified human ity, innovative competitiveness, and enhanced employability.[3]
resources” is the development and implementation of training Higher education institutions face a strategic imperative to
programs (Demir, ‹lhan, & Kalayc›, 2019). To address the chal- expand access to lifelong learning opportunities that make edu-
lenges of industry 4.0, the following section will address the cation more widely accessible to diverse student populations.
necessary transformations that higher education must initiate Given the movement toward greater globalization of industries,
concerning new job skill competencies to meet the challenge of demographic changes that have prompted migration and the
the industrial revolution. rapid pace of technological progress, promoting lifelong learn-
[1] Retrieved on 13.10.2020 from https://www.draftegitim.com/blog-icerik/yeni-dunya-duzeni-yeni-meslekler/1093
[2] Turkey's first Artificial Intelligence and Data Engineering Department at Istanbul Technical University is in the Faculty of Computer and Informatics. The department, which accepted its
first students in 2020–2021, carries the national and international artificial intelligence and data engineering studies conducted within ITU to undergraduate education. Retrieved on
23.10.2020 from https://yapayzeka.itu.edu.tr/
[3] Retrieved on 13.10.2020 from https://en.wikipedia.org/wiki/Lifelong_learning
Cilt / Volume 11 | Say› / Issue 3 | Aral›k / December 2021 569
Nazl› Yüceol
ing opportunities and strategies in higher education settings has education institutions, non-governmental organizations, pub-
become extremely important (Yang, Schneller, & Roche, lic institutions, private sector organizations, employers, pro-
2015). With its cadre of academic expertise, training mandate, fessional associations, and industry unions. An international
broad knowledge-base and drive for innovation for innovation, strategic institutional partnership coordinated with European
the higher education sector has enormous potential for pro- Universities and the European University Association pub-
moting and implementing a pedagogy for lifelong learning lished a study about business and higher education coopera-
(Guerra, 2020). tion. More than 800 member universities in 48 European
Society is rapidly changing due to environmental, scientif- countries and thirty-three national university associations par-
ic, and technological transformations. The impact of global- ticipated in the research. According to the results, higher edu-
ization on all aspects of life is enormous including culture and cation institutions collaborate with various partners in differ-
education. Coping with these changes and shaping the future ent contexts for different purposes. While cooperation occurs
accordingly requires creative and innovative policies. between institutions with similar profiles, the cooperation of
Promoting lifelong learning as a tool for enhancing quality of institutions with different but complementary profiles also
life is a goal that supports a sustainable future. To meet this stood out in the study. Cooperation with the business, com-
challenge, it is important for higher education institutions to munity and industry as well as non-governmental organiza-
play a pivotal role in supporting life-long learning (UNESCO, tions, governmental ministries and public institutions is
2020). The report prepared by the UNESCO Lifelong important. Universities work in diverse ways with partners
Learning Institute includes findings from studies in different around the world. All institutions in the sample had partner-
countries about how to strengthen individual drive for lifelong ship with entities outside of Europe, making them truly glob-
al actors. These universities had strategic cooperation agree-
learning. The report argues that there should be a separate
ments with their partners abroad (Claeys-Kulik et al., 2020).
unit at universities for lifelong learning. Community organiz-
ers, social change activists, academic staff, and representatives Universities must take action to individualize the learning
from the university senior management should be involved in experience of their students more fully. Ideally, students
creating these learning spaces and support should come from should have their own learning management systems and
determine their own learning paths in accordance with the
institutions such as UNESCO. In the same report, in the sec-
competencies required for their chosen field of study. With
tion related to higher education institutions in China and
industry 4.0, individuals will need an elevated level of com-
Denmark, there are findings that a common understanding of munication skills. Lifelong learning should support students
lifelong learning should be encouraged by the university and in achieving their personal and academic goals (Fisk, 2017).
its stakeholders and the integration of lifelong learning per- The opportunities offered by digital technologies, individual-
spective in institutional policies and practices should be ized learning modules, open content and the new technology-
ensured. Higher education institutions should adopt a mission oriented global world are available now (Demir, ‹lhan, &
statement that includes “transforming into a lifelong learning Kalayc›, 2019). As an alternative to standardizing educational
institution”. This should apply to the operation plans for each practices, student-centered learning experiences are of para-
department of the university (Yang, Schneller, & Roche, mount importance. For this, it is necessary to adopt data min-
2015). ing to better understand student performance and to offer
Universities should create social and economic value by programs designed to meet the demands of the marketplace
establishing close cooperation and partnerships with business- while considering the needs of each individual student. Data
es in research and education (Erdo¤mufl, 2019). Developing a on student performance, behavior, development and interac-
plan for cooperation between relevant stakeholders should be tion in classrooms and on the online platforms of massive
among the priority steps to accelerate innovative practices to open online courses (MOOCs)[4] as well as data from smart
address the needs of the fourth industrial revolution campus can create learning modules for diverse learners. The
(University of the Future, 2018). It is extremely important that ability of higher education institutions to integrate this infor-
higher education institutions cooperate with the relevant par- mation into smart data will result in smart decisions for pro-
ties to manage the process of addressing workforce demands. viding customized education and personalized learning expe-
External stakeholders of universities may include other higher rience for students (Abu Mezied, 2016).
[4] Mass Open Online Courses (MOOCs) are free online courses that anyone can enroll in. MOOCs provide a cost-effective and flexible way to learn new skills, advance career and provide
quality educational experiences on a large scale. Retrieved on 12.10.2020 from https://www.mooc.org/
570 Yüksekö¤retim Dergisi | Journal of Higher Education (Turkey)
The Steps to be Taken in Higher Education for Successful Adaptation to Industry 4.0
The primary skills required for jobs in industry 4.0 are and Teaching Factory for Industry 4.0, created under the
technology-related skills. In 2018, the International International Joint Post-graduation in industry 4.0 - Digital
Computer and Information Literacy Survey (ICILS) organ- Innovation and Transformation Project is a free and open
ized by the European Commission with the participation of platform to the public. Courses appear as small learning mod-
fourteen countries[5] sought an answer to the following ques- ules where participants can learn course content and watch
tion: “How well are students prepared for education, work and video lectures at their own pace. Sample course titles are Basics
life in a digital world?” The survey conducted with the partic- of Additive Manufacturing, Basics of Prototyping, Data Analytics
ipation of 46,000 students worldwide revealed that only 2% of 101: What You Need to Know for Data Analytic Thinking. This
the students were able to demonstrate the ability to critically is a platform where project resources are available with multi-
evaluate the information found online. ple tools. After completing a course, participants share their
Research results suggest that providing students with feedback by filling out a short questionnaire. The main pur-
information and communication technology (ICT) equipment pose is to encourage direct contact of target groups with the
alone does not automatically lead to the development of digi- main components of industry/education 4.0, as well as to
tal literacy skills. Students need to understand how to use encourage exchange of experience and discussion on current
computers effectively and the instructors who provide this and emerging issues (University of the Future, 2020).
training should be given ICT support (Fraillon, Ainley,
Schulz, Friedman, & Duckworth, 2018). Higher education New Competencies to be Acquired by Graduates in
institutions should not only provide technological equipment Higher Education
for technology literacy. Students must also have the critical Industry 4.0 will transform the workforce. Higher education
thinking skills necessary to analyze the data that is readily institutions must first determine these new skills and compe-
available to them when surfing the web. The responsibility of tencies needed and how best to teach these skills and compe-
educational institutions includes not only teaching the use of tencies. One task of the university will be help students make
technology but also the critical thinking skills necessary for informed decisions about usability, sustainability, safety, and
accurate interpretation of data. ethics while working with artificial intelligence, robotics, and
Education systems that include active use of technology cyber-physical systems. 
are becoming increasingly common. There is a widespread use Human interaction is an inevitable aspect of modern society.
of blended learning systems where instructors use PowerPoint Therefore, communication skills are important for the work-
presentations to provide audio-visual support for the class- place. Workers now connect with each other more than ever.
room learning experience. Digitizing education brings bene- While digitalization, robotization, artificial intelligence and the
fits. One of them is that students can access the course content industrial internet increase the degree of immaterial labor, jobs
from home through a learning management system (LMS) of the future will emphasis the importance of teamwork and crit-
that is available to them 24/7. This supports greater opportu- ical thinking while sharing ideas with others. The 21st century
nity for transfer of information from working memory to core competencies come from diverse sources. Developed by the
long-term memory (Etgigrup, 2020). Blended learning and US Department of Education, businesses such as Apple, AOL,
virtual environments (eg video conferences) offer educational Microsoft, Cisco, and SAP, as well as a coalition of education-
value in the process of knowledge transfer and active engage- related organizations such as the National Education
ment, for real-time experiences or asynchronous engagements Association, identified a model that incorporates 21st century
(eg forums and chats). Higher education systems need to look skills into learning activities (Battelle for Kids, 2019). The P21
at how they can adopt greater use of technology, transforming framework created in relation to 21st century competencies
the learning environment for optimal benefit of the student shows that critical thinking, communication, collaboration, and
(Xing & Marwala, 2017). creativity are important skills for all students to learn. The goal
Higher education institutions should undertake the tasks is for every child, without exception, to experience 21st century
[6]
of offering career development and consultant services to learning of these four skills. 
bring the innovations that result from industry 4.0 into pro- These same competencies expressed earlier as learning and
grams for lifelong learning. For example, the Virtual Learning innovation skills are in the OECD 2008 report. The competen-
[5] France, Portugal, United Kingdom, Chile, Uruguay, Italy, Moscow, Kazakhstan, Korea, Germany, Finland, Denmark, Luxembourg, North Rhine-Westphalia
[6] Retrieved on 16.10.2020 from https://www.battelleforkids.org/networks/p21 
Cilt / Volume 11 | Say› / Issue 3 | Aral›k / December 2021 571
Nazl› Yüceol
cies list from 2008 includes critical thinking and problem solv- better” and this will always take businesses and employees a
ing, creativity and innovation, communication and coopera- step further. Applications such as ThoughtCo, PE Central, A
tion, information and media literacy, ICT literacy, life and to Z Teacher Stuff give students opportunities to practise col-
career skills, flexibility and adaptability, initiative and self-man- laboration. For example, within the scope of ThoughtCo’s les-
agement, social and cross-cultural skills, productivity and son based on a puzzle method, each student in a group con-
accountability, leadership and responsibility (OECD, 2008). ducts research on a small part of a broad topic first. Then, each
Critical thinking skills are extremely important in working student teaches the other group members his/her part of the
life (Hillage & Pollard, 1998). Critical thinking skills include topic. After that, students move from their original groups and
scientific literacy which helps to critically understand the world talk to other students who specialize in the same field,
around us and to categorize copious amounts of information. exchanging information and giving feedback (Stauffer, 2020).
Scientific literacy is necessary not only to understand and use In this activity, participants learn both cooperation within
advancing technology, but also as a tool for solving problems. their own teams and cooperation between groups.
Problem solving, as a facilitating factor for the thinking Technological literacy is one of the most important skills to
process, includes the processes of observing, defining, and for- learn. Technological literacy in its simplest form is familiarity
mulating creative thought (Passow & Passow, 2017). with or knowledge of modern engineering tools (Passow &
Critical thinking in the business environment is a skill that Passow, 2017). In a broader definition, it is having the language
necessary to talk about technology. Therefore, it is necessary to
raises questions and analyzes problems with a solution-orient-
talk about two aspects of technological literacy, the first is relat-
ed approach that enables more efficient problem-solving.
ed to equipment, i.e., technology tools, and the other is related
College students can develop the skills of critical thinking,
to the acquired knowledge. Knowledge refers to knowledge
questioning, understanding events, interpreting, and produc-
about the physical properties of the work, its functions, or the
ing solutions as key skills for industry 4.0. To gain critical relationship between the two, i.e. how physical properties affect
thinking competency, Critical Thinking Lesson Plans prepared the function (Dakers, 2006). Technological literacy is being
by TED-Ed, Critical Thinking Resources by Resilient able to use a piece of technology correctly and have a critical
Educator, Believing Game and Doubtful Game models offered by
[7] perspective of how to use the information gained from it. TheMorningside Center can be adapted to college level training. future workforce needs to have an awareness of technology
For example, Believing Game and Doubtful Game enables stu- applications and their impacts. This includes basic understand-
dents to question opinions, ask appropriate problem-solving ing of data management with the ethical and legal issues that
questions, create opposing points of view and follow a critical come with it. Value creation, as well as managing internal and
thinking perspective (Stauffer, 2020). external information needs, is extremely important. As network
Soft skills will also be needed for the industry 4.0 environ- economies become more prevalent, the role of information and
ment. Soft skills are the personal attributes that enable a per- data management will become crucial. Also, empathy with the
son to interact with other people effectively and harmonious- user is an essential element in creating successful technological
ly. Interpersonal skills are an important part of professional solutions. Leadership, communication and interpersonal skills
life. Soft skills allow people to work together, collaborate and to engage people, align strategic goals, and acquire resources
learn from each other. These attributes include written com- for technological investments will be key adaptation skill.
munication, verbal communication, negotiation skill, persua- However, these efforts must include evaluating the ethical
sion, and presentation skills, as well as teamwork, leadership, implications for the development and use of innovative tech-
networking, and social skills (McQuaid & Lindsay, 2005). nologies (University of the Future, 2018). From this point of
Collaboration refers to working together and solving a prob- view, studies on professional skills emphasize the importance of
lem together to get the best possible results. Collaboration a wide variety of information to understand the impact of deci-
may at times seem difficult, but it can enhance decision-mak- sions made in a field in different areas (University of the Future,
ing and problem solving. The key element of collaboration is 2018). By addressing the issue of social innovation in the con-
willingness to collaborate. All participants must be willing to text of industry 4.0, Morrar, Arman and Mousa (2017)
problem-solve as a team to achieve an agreed-upon goal acknowledge the importance of understanding the impact of
(Stauffer, 2020). This means understanding the idea of “always technology on society. Before making decisions, the issues
[7] The Morningside Center is a community-focused, nonprofit organization that is set up to create compassionate, productive, and equitable schools where students learn the skills they need
to contribute to their communities, from the classroom to the world, striving to increase ethnic equality in schools while developing social and emotional skills. Retrieved on 16.10.2020
from https://www.morningsidecenter.org/about.
572 Yüksekö¤retim Dergisi | Journal of Higher Education (Turkey)
The Steps to be Taken in Higher Education for Successful Adaptation to Industry 4.0
involved need the perspective of different stakeholders, if there spoken by an individual. These are communication, mathemat-
are problems, it is necessary to address them prior to making a ics and basic sciences and technology competencies, digital
final decision. competencies, learning to learn skills, social and civic compe-
One of the most important issues in preparing for indus- tencies, a sense of initiative and entrepreneurship and cultural
try 4.0 is to bring in well-qualified employees capable of cop- sensitivity. The link between industry 4.0, society 5.0, and edu-
ing with the increasing complexity of production systems. cation 5.0 is undeniable. Education is undoubtedly has a close
One skill needed is finding creative and practical solutions for relationship with the issues related to society 5.0 due to its sig-
complex problems, which requires developing digital skills nificant impact on social change. Considering the topics of
and creating technology education programs. As automation quality education, healthy work environments, economic
and cyber-physical systems become the norm, the future growth, industry, and innovation within the scope of the
workforce needs to be ready to take initiative and make deci- United Nations’ 17 sustainable development goals, the rela-
sions. Interdisciplinary knowledge is extremely important to tionship between industry 4.0 and higher education will con-
develop creative solutions to complex problems (Adolph, tinue to grow.
Tisch, & Metternich, 2014). The vertical and horizontal dig-
ital integration of production processes means automation of Conclusion and Recommendations
communication and collaboration throughout standard Basic technologies used by industry 4.0 such as wearable
processes. Accordingly, employees will need the ability to devices, augmented reality, simulation, autonomous vehicles
understand the relationships between processes, information and robots, additive manufacturing, distributed ledger systems
flows, potential failures and solutions. Increasing scope and (such as blockchain), big data analytics, mobile computing, and
complexity requires a mindset of creating and maintaining cloud computing are most probably here to stay. New business
networks of experts to be able to temporarily collaborate to models will come from with these technologies (University of
find appropriate solutions to specific problems. Employees the Future, 2018). Peter Drucker’s statement “The next society
will have to focus on processes where human flexibility is will be an information society where knowledge will be the source and
advantageous, such as problem solving and creativity. knowledge workers will be the dominant workforce” points to the
Creative activities here will take place in a dispersed social new society and new workforce that will emerge with industry
environment, involve different cross-community teams, and 4.0 (Singh, 2020). Undoubtedly, one of the most important
will also require the ability to communicate complex prob- actors in this transformation process will be higher education
lems (Erol, Jager, Hold, Ott, & Sihn, 2016). For example, since it serves as the training ground for an educated work-
across the United States, technology is now shaping the way force. Industry 4.0 has progressed faster than other industrial
students interact with content, develop communication and revolutions due to the exponential development of technology.
creativity skills (Dousay & Weible, 2019). Stork (2019) Advances in technology require technology skills that are flex-
reached the conclusion that digital storytelling techniques are ible because the world is diverse and yet interconnected.
useful for achieving 21st century competencies. In a study Industry 4.0 will have an inevitable impact on the higher edu-
with sixteen students at a three-week summer camp, Sphero cation sector (Lekha, 2019). Universities of the future need to
Bot designed and created an interactive story using robots as focus on enhancing their connections to industry and society-
characters. The study concluded that this digital storytelling related research and development. Higher education will be an
method enhances critical thinking, technology literacy, and important support system for local and global industrial
creative thinking skills that are part of the 21st century com- growth (Sharma & Vij, 2020). Future professionals must be
petencies needed by the workforce (Stork, 2020). flexible and ready to learn from people with diverse back-
Similar results were published in a report by the World grounds and experiences in new environments. Industry 4.0
Economic Forum (2016) on the workforce skills that industry will require technologically-literate human resources (Lekha,
4.0 requires. According to the report, the skills needed for the 2019). The President of the World Economic Forum, Klaus
industry 4.0 workforce are a strong service orientation, emo- Schwab said, “We are on the verge of a technological revolution that
tional intelligence, negotiation, cooperation, persuasive com- will fundamentally change the way we live, work and relate to each
munication ability, critical thinking, decision-making, and cog- other. Transformation is unlike anything humanity has ever experi-
nitive flexibility (WEF, 2016). The European Parliament and enced before in terms of scale, scope and complexity” (Lekha, 2019).
Council of the EU (2006) have identified eight critical compe- For these reasons, higher education institutions need to close-
tencies for industry 4.0. The competencies must be attainable ly follow the innovations resulting from industry 4.0, and they
in both the first language and subsequent learned languages need to transform to adapt to the expectations by industry 4.0.
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Nazl› Yüceol
Considering the need for change in the education system, port active learning, it is possible to improve the learning out-
employers must cooperate with schools and universities to comes for all students (Lekha, 2019). 
ensure the availability of a well-trained workforce. Therefore, Industry 4.0 needs a 5% increase in trained workforce. This
education systems must be able to access market information to is based on a 2–3% economic growth every year, which requires
create curricula for training programs relevant to industry 4.0. an adequate supply of well-qualified college graduates who can
There is also the need to adapt education systems to support adapt to the workforce requirements of industry 4.0 (Yaz›c› &
lifelong learning initiatives. In parallel with technological, eco- Düzkaya, 2016). It is extremely important for higher education
nomic and social changes, education and labor policies need to institutions to provide the necessary training for graduates to
be re-examined and transformed to make them more initiative- have technology literacy, critical thinking skills, collaboration
taking for adaptation to rapidly changing market realities ability, creativity, critical thinking skills, and interest in lifelong
(Lodder, 2016). Higher education systems must adopt the learning. To raise individuals who question processes, enjoy
teaching method for the benefit of all and transform the learn- learning to learn, have training in the use of technical infra-
ing environment. In addition, they should understand the structure and equipment, know how to conduct research, can
requirements of the age in the most accurate way by conduct- interpret the information obtained, have high emotional intelli-
ing continuous development studies that address the needs of gence, are creative, have cognitive flexibility, are equipped with
industry 4.0. During this fourth industrial revolution, a new critical thinking skills, have efficient problem solving skills, and
type of university that provides learning opportunities and have a designer mindset will be necessary for success in the
research services to a diverse population with unique needs is industry 4.0 world.
emerging. This new university is increasingly interdisciplinary, Future studies on this subject should have a wider scope by
has virtual classrooms and laboratories, virtual libraries and considering society 5.0 and education 5.0 with a futuristic
teachers, and strives to continuously improve teaching modali- approach. Undoubtedly, because of its impact on society, edu-
ties that will enhance the education experience (Xing & cation is closely related to society 5.0. Studying this subject in
Marwala, 2017). connection with sustainability issues would be a remarkable
The top priority areas that need transformation in the contribution to the literature. An integrative research focus on
education system are free access, individualized education, the topics of quality education, work satisfaction, economic
growth, industry and innovation referring to the United
mental transformation, integration of digital technologies
Nations 17 sustainable development goals would be another
into educational setting, uninterrupted learning environ-
valuable contribution to the literature since they are closely
ments, lifelong learning, discovery education, and interdisci- connected to industry 4.0 and education.
plinary learning. Graduates are expected to have enhanced
communication skills, technological skills, and learning-to- Araflt›rma Fonu Deste¤i / Funding: Bu çal›flma herhangi bir resmi,
learn skills (Himmeto¤lu, Aydu¤, & Bayrak, 2020). 21st cen- ticari ya da kar amac› gütmeyen organizasyondan araflt›rma fonu deste¤i al-
tury core competencies are analytical thinking and innova- mam›flt›r. / This research did not receive any specific grant from funding agen-
cies in the public, commercial, or not-for-profit sectors.
tion, active learning and learning strategies, creativity, origi-
nality and taking initiative, technological literacy and pro- Etik Standartlara Uygunluk / Compliance with Ethical Standards:
gramming critical thinking and analyzing, problem solving, Yazar bu makalede araflt›rma ve yay›n eti¤ine ba¤l› kal›nd›¤›n›, Kiflisel Veri-
lerin Korunmas› Kanunu’na ve fikir ve sanat eserleri için geçerli telif hakla-
leadership collaboration, systems analysis and evaluation. r› düzenlemelerine uyuldu¤unu ve herhangi bir ç›kar çak›flmas› bulunmad›-
These are the critical competencies for the workforce of the ¤›n› belirtmifltir. / The author stated that the standards regarding research and
future (Erdo¤mufl, 2019). The function of higher education is publication ethics, the Personal Data Protection Law and the copyright regulations
being re-examined and must adapt to the reality of industry applicable to intellectual and artistic works are complied with and there is no con-
flict of interest.
4.0 (Y›ld›z, 2017). In today’s rapidly digitalizing world, there
is no option to bypass this reality. Universities, businesses, References
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