Abstract
Responsive educational proposals to develop skills to meet the demands of Industry 4.0 have become imperative to guarantee inclusive, equitable, and quality education and promote lifelong learning opportunities for all, also reducing the negative impact of COVID-19 and the major post-pandemic social issues. This article analyzes which components of Education 4.0 have been considered in 21st century skills frameworks and identifies the teaching and learning methods and key stakeholders impacted. We conducted a systematic literature review (SLR) with research questions to highlight studies that address 21st century frameworks worldwide, identifying which teaching-–earning strategies contain 4.0 components, their learning dimensions, and the targeted stakeholders. The findings allowed us to identify opportunities to create or improve 21st century skills frameworks with the required Education 4.0 components to develop future skills. Our study revealed the absence of these frameworks for teachers and schools. Most are oriented toward students, developing competencies through the dimensions of character, meta-learning, and linking active learning teaching strategies. This work presents studies incorporating innovative educational practices and the core Education 4.0 components. It concludes with a reflection on creating educational models to develop complex-reasoning competencies and auto-systemic thinking to support problem-solving and address social needs.
Highlights
Improving the integral training of individuals and promoting quality of life in society should be the primary objectives of education
This study mainly focuses on identifying which components of Education 4.0 are currently used in 21st century frameworks and which teaching and learning strategy is the most successful for developing future skills
The systematic literature review methodology results documented in an Excel database are available at the following address: https://zenodo.org/record/5574275
Summary
Improving the integral training of individuals and promoting quality of life in society should be the primary objectives of education. 2020 report [1] of the United Nations (UN) Agenda 2030 highlights that the efforts to guarantee inclusive, equitable, and quality education and promote lifelong learning for all (SDG4) have been negatively impacted by the months of absence from school and universities due to COVID-19, impacting educational outcomes. The World Economic Forum’s 2021 report [2] describes the major post-pandemic social issues (e.g., extreme weather, deaths from infections, climate action failure, environmental damage, digital gap, cyber failures, lifestyles in crisis). It emphasizes that the gap between the “haves” and “have nots” will widen if access to technology and capacity remain inequitable. Four critical response areas to the challenges wrought by COVID-19 are institutional authority, risk financing, information gathering and sharing, and resources and vaccines
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