Investigating Initiatives to Promote the Advancement of Education

4.0: A Systematic Mapping Study

Deivid Eive Silva

, Tayná Lopes¹, Marialina Corrêa Sobrinho

and Natasha Valentim

Department of Informatics, UFPR, Federal University of Paraná, Curitiba, Brazil

PPGSND, UFOPA, Federal University of Western Pará, Santarém, Brazil

Keywords: Education 4.0, Industry 4.0, Systematic Mapping Study, 21st-Century, Skills and Competencies.

Abstract: The digitization of the industry, known as Industry 4.0, is changing the modes of production and service.

These changes arouse the need to prepare employees to work on the production lines. In this perspective arise

the concept of Education 4.0 to preparing young with the competencies and skills required in the 21st-Century,

such as creativity, problem-solving, and mastery of technologies. This paper presents a Systematic Mapping

Study that had the aim to identify initiatives in Education 4.0 and Industry 4.0 developed to promote the

advancement of education. Following a formal protocol, automatic and manual searches were carried out. Of

the 1732 studies returned by automatic and manual searches, 78 were extracted, because it meets the inclusion

criteria defined. The results showed that (a) there is a growing interest in this topic in recent years and tends

to increase the number of searches due to its value for industry; and (b) there is greater interaction between

the university and the industry, which allows the student to gain not only knowledge but also gain valuable

experience in the industry. Based on the results, we found that learning in the context of Education 4.0 allows

students to have an education more aligned to the contemporary world.

1 INTRODUCTION

Education 4.0 can be defined as a student-centered

learning model to prepare young people for the

challenges of the 21st Century, how to deal with

emerging technological resources and processes

(Ciolacu et al., 2017a). Moreover, Education 4.0 is

aligned with Industry 4.0 (digitalization of the

industry), in which the use of Information and

Communication Technology is essential (Winanti et

al., 2018), such as robotics, cloud computing,

artificial intelligence, among others.

In Education 4.0, it is expected that students are

prepared for much more than repetitive activities

(Messias et al., 2018). Thus, students need to be

prepared to adapt and have a dynamic mindset

(Winanti et al., 2018). It is believed that it will be

possible to create new technologies and ways of work

through 21st-Century skills and competencies, such

as creativity, problem-solving and collaboration. For

example, a creative individual can invent ways to

https://orcid.org/0000-0003-1066-0750

https://orcid.org/0000-0002-3928-5432

https://orcid.org/0000-0002-6027-3452

apply technologies, create new products and services

(Makarova et al., 2018). In the Education 4.0, the

development of competencies and skills becomes

relevant. However, one of the biggest challenges

facing Education 4.0 is precisely to adapt the

curriculum to work with these skills and

competencies. For students to develop these skills and

competencies, it is necessary to create learning spaces

to allow students to carry out research, solve

problems, collaborate with other people and evaluate

their actions (Angrisani et al., 2018).

In literature, competencies can be defined as a

combination of knowledge, skills, and attitudes

(Angrisani et al., 2018). Thus, we understand that

competence contains the skill, and can be considered

a performance of a type of task that can be achieved

from the students' skills. In turn, skills are recognized

as a capacity to know make through practical

activities (Perrenoud, 1999).

This paper aims to present the results of a

Systematic Mapping Study (SMS) about initiatives of

458

Silva, D., Lopes, T., Sobrinho, M. and Valentim, N.

Investigating Initiatives to Promote the Advancement of Education 4.0: A Systematic Mapping Study.

DOI: 10.5220/0010439704580466

In Proceedings of the 13th International Conference on Computer Supported Education (CSEDU 2021) - Volume 1, pages 458-466

ISBN: 978-989-758-502-9

Education 4.0 and Industry 4.0 to promote the

advancement of education. In this way, automatic and

manual searches were performed, following the

recommendations of Kitchenham and Charters

(2007). As one of the data extraction strategies, eight

research sub-questions were answered. The

respective answers provided an overview of

Education 4.0. The results show that (a) there is a

growing interest in this topic in recent years and the

number of researches increased due to its value to the

industry; (b) the teacher is challenged to prepare

young people with 21st-Century skills and to work

with technological resources and processes; and (c)

there is greater interaction between the university and

the industry, which allows the student not only to

develop knowledge but also to acquire valuable

experience in the industry. Besides, this SMS presents

new directions and positions on activities in the

context of Education 4.0.

This paper is organized as follows: Section 2

shows the research method used for SMS. Section 3

presents a discussion of the results. Section 4 shows

threats to validity. Finally, Section 5 presents the final

considerations and next steps for the research.

2 RESEARCH METHODOLOGY

The protocol was based on the rules for systematic

literature reviews of Kitchenham and Charters

(2007). The detailed protocol is available in a

technical report through the following link

(https://figshare.com/s/2f876265037e0bb84d6a).

The study aimed to identify the initiatives in

Education 4.0 and Industry 4.0. The goal was

organized according to the GQM (Goal-Question-

Metric) paradigm (Basili and Rombach, 1988), as

seen in Table 1.

Table 1: The goal of SMS according to GQM paradigm.

To analyze

scientific publications

For the purpose

to characterize

In relation to

technologies applied in the context

of Education 4.0 that promote

pertinent competencies and skills of

the Industry 4.0

From the point

of view of

researchers of Informatics in

Education and Computing

Education

In the context

publications available on search

engines of digital libraries

(SCOPUS, ACM, and IEEE) and

manual searches (SBIE and RBIE)

2.1 Research Questions

The SMS's main question is “What initiatives are

being proposed in the context of Education 4.0 and

Industry 4.0 to contribute to the challenges of the 21st

Century?”. In this way, we intend to identify the

advances, possibilities, and technologies developed

for this context. In sequence, eight research sub-

questions (SQs) were defined to categorize the

initiatives found. A data extraction strategy was

adopted and possible answers were defined for the

SQs to facilitate the initiatives' classification

(available in the technical report).

2.2 Search Strategy

The selection process for scientific publications

involves several sources of information, including

online digital libraries, journals, and conferences. For

this SMS, a predefined search strategy was used

(Kitchenham, 2004). A search strategy allowed

maintaining the research's integrity, minimizing bias

and maximizing the number of sources examined,

such as scope, languages, search string, and selection

criteria (available in the technical report).

The selection procedure was organized in 2

stages. In the first stage (1º Filter), each paper's title

and abstract were evaluated according to the inclusion

and exclusion criteria. In the second stage (2° Filter),

a complete reading of the papers that were left in the

1st filter was performed because the strategy of

reading only the title and abstract would not be

enough to identify whether the paper is indeed

relevant to the research context. In both stages, the

inclusion and exclusion criteria were used to judge

whether papers should finally be included or

excluded. This SMS was attended by three

researchers. If there were disagreements, it was

discussed until a consensus was reached. The data

collection period was from January 2015 to

December 2018.

2.3 Quantitative of Papers

When the search string was applied in the automatic

and manual search sources, 1732 articles were

returned, as shown in Table 2. A total of 223 papers

were selected during the first filter. The second filter

registered 78 selected papers. There were duplicate

papers that appeared in more than one digital library.

In this case, the repeated paper was considered only

once, according to the search order of the sources

selected in this SMS, i.e., SCOPUS, ACM,

IEEExplore, SBIE, and RBIE, respectively.

Investigating Initiatives to Promote the Advancement of Education 4.0: A Systematic Mapping Study

459

All the initiatives of Education 4.0 found in this

SMS are represented in Table 3, according to search

source and its reference. Due to the number of

publications in this SMS, we coded the references

(ref01 to ref78) available in a technical report

(https://figshare.com/s/2f876265037e0bb84d6a).

Table 2: Total papers selected in the 1st and 2nd filter.

Source Returned 1º Filter 2º Filter

SCOPUS 725 141 46

ACM 38 3 1

IEEEXplore 152 24 3

SBIE 705 39 20

RBIE 112 16 8

TOTAL 1732 223 78

Table 3: References of Education 4.0 Initiatives.

Source References

SCOPUS

(ref02); (ref03); (ref04); (ref06);

(ref07); (ref08); (ref09); (ref11);

(ref12); (ref16); (ref19); (ref20);

(ref21); (ref22); (ref24); (ref25);

(ref27); (ref28); (ref30); (ref31);

(ref36); (ref38); (ref39); (ref40);

(ref42); (ref45); (ref46); (ref47);

(ref51); (ref53); (ref54); (ref55);

(ref57); (ref58); (ref62); (ref63);

(ref64); (ref68); (ref71); (ref72);

(ref73); (ref74); (ref75); (ref76);

(ref77); (ref78).

ACM (ref13).

IEEEXplore (ref23); (ref29); (ref34).

SBIE

(ref05); (ref15); (ref17); (ref32);

(ref33); (ref35); (ref41); (ref43);

(ref44); (ref48); (ref49); (ref52);

(ref56); (ref59); (ref60); (ref61);

(ref65); (ref67); (ref69); (ref70).

RBIE

(ref01); (ref10); (ref14); (ref18);

(ref26); (ref37); (ref66); (ref50).

3 RESEARCH RESULTS

This section presents and discusses the results

obtained of 8 sub-questions, i.e., SQ1, SQ1.1, SQ2,

SQ3, SQ4, SQ4.1, SQ5, and SQ6. This analysis was

peer-reviewed.

3.1 Publication Year

The selected studies were published from 2015 to

2018. Education 4.0 was mentioned the first time in

2015 (Ciolacu et al., 2017b). From 2015 onwards, the

term 4.0 gained space in discussions between

teachers, managers, and specialists in education in

general. In Brazil, it was noticed that since 2017,

educational institutions' websites started to discuss,

reflect and encourage practices with the thematic 4.0,

such as the Technological Institute of Aeronautics

(ITA, 2017). Besides, Brazilian events start to

disseminate the ideas and challenges of Education 4.0,

as the Education 4.0 Seminar in Curitiba (Curitiba,

2018). Therefore, it is believed that this discussion may

have helped to increase the number of publications on

this topic. According to the studies selected in this

SMS, it was noticed that in 2017 there was a greater

increase in the number of publications related to

Education 4.0 in the world This growth may mean

greater interest in this topic and its impacts on society.

3.2 Application Context (SQ1)

The results related to SQ1 show that 80.77% of

initiatives of the Education 4.0 were developed in the

academy, implying that most studies on training for

21st-Century skills and competencies are produced in

educational institutions. Therefore, academia has

played a relevant role in preparing students for the

challenges of the 21st-Century.

Learning in the context of Education 4.0 allows

students to have an education more aligned with the

contemporary world. Consequently, it allows for

greater chances of employability in the profile of the

current industry. In this perspective, a didactic

training approach was found to narrow the

relationship between theory and practice in the

classroom. The initiative indicates the insertion of

short theoretical parts with longer practical parts. A

strategy used offers students more opportunities to

change the production process (ref63).

In contrast, it was found that 15.38% of the

initiatives are developed in the industry. Therefore,

some companies already understand the concept 4.0

and conduct training with their employees to meet the

needs of Industry 4.0. In this sense, an appropriate

technology was identified for carrying out training,

especially for small and medium-sized companies.

The methodology is developed according to five

factors, such as time (a basic unit takes about half an

hour), input content (which type of information needs

to be provided to students), approach, output

(expected results), and documents (collection of

experience acquisition). The steps of the proposed

methodology enable the development of holistic

training that can improve employees' learning

experience and conduct systematic training (ref75).

Finally, it was identified that 3.85% of the

publications represent initiatives initiated in the

academy and completed in the industry, allowing

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students to have a greater experience. Thus, the

connection between the university and the industry

allows the student to develop knowledge and gain

valuable experience. This practice benefits the

student because many jobs require experience and

practical skills (ref73).

3.2.1 Application at the Academy (SQ1.1)

As the SMS's goal is to promote educational

advancement, we sought to identify within SQ1 which

levels of education address the context of Education

4.0. The SQ1 has a sub-question SQ1.1 that deals with

the context of application in the academy since most of

the selected studies are aimed at educational

institutions. The results of SQ1.1 indicate that 67.69%

of technologies for Education 4.0 were developed in

Higher Education, followed by 30.77% of Basic

Education and 1.54% of Technical Education. Despite

the few studies found in basic education research, some

authors reported the importance of alignment between

school and university (ref53). Therefore, some

researchers recognize the importance of aligning

education levels, ranging from Basic Education to

Higher Education.

In general, it was perceived that Education 4.0

seeks to improve teaching and learning processes

such as the relationship between school and

university, the links between students and teachers

with 21st-Century skills and competencies.

3.3 21st-Century Skills and

Competencies (SQ2)

In Education 4.0, the need to develop students' skills

and competencies becomes one of the priorities

because it allows preparing more autonomous,

responsible, creative, and apt young people to deal

with the challenges of the 21st Century. The results

for SQ2 show that 34 publications addressed the

Collaboration, i.e., ability to work as a team to

achieve a common goal; 32 of the papers discussed

the Problem-solving, i.e., ability to find solutions to

specific problems; 17 papers addressed the Creativity,

i.e., ability to invent, create and innovate processes

and products; 15 papers showed Communication, i.e.,

ability to communicate effectively and understand

teammates; 11 papers discussed Computational

Thinking, i.e., ability to solve problems in a

structured way from the fundamentals of computing;

11 papers addressed the Autonomy, i.e., ability to act

by the own means; 9 papers addressed the Innovation,

i.e., ability to think and develop new things; 9 papers

discussed the Decision-Making, i.e., a cognitive

ability that results from choosing an option among

several possibilities; 9 papers discussed the Learn to

learning, i.e., active action to learn new content, to

know how to do something or to know a new area of

knowledge; and 6 papers addressed the Leadership,

i.e., ability to position yourself with authority.

Besides, we present a list of the other skills and

competencies identified in this SMS with the number

of papers citing it. The skills and competencies are:

Responsibility (4 papers): ability to perform tasks

with commitment and seriousness; Information

proficiency (4 papers): ability to handle data; Critical

thinking (4 papers): ability to judge and reflect on

what you believe or what you should do;

Entrepreneurship (3 papers): ability to plan,

coordinate and develop projects, services or

businesses; Technology domain (3 papers): ability to

deal with emerging technological resources;

Knowledge acquisition and transfer (3 papers): ability

to plan, specify, and share knowledge; Metacognition

(3 papers): self-awareness, knowledge of the learning

process; Scientific skills (3 papers): ability to deal

with research processes; Flexibility (3 papers): ability

to adapt to changes; Resilience (2 papers): ability to

deal with adverse situations; Adaptability (2 papers):

ability to adapt as needed; Logical reasoning (2

papers): cognitive ability to solve problems;

Networking (1 paper): ability to relate and create

business opportunities; Motivation (1 paper):

capacity of motivation to achieve your goals;

Empathy (1 paper): ability to understand the other

person's feeling or reaction by imagining themselves

in the same circumstances; Self-discipline (1 paper):

ability to put yourself in discipline (1 paper),

Interpretation (1 paper): ability to understand clearly

the sense of a problem; and Ethics and Morality (1

paper): ability to act with integrity and good conduct.

3.4 Emerging Technologies (SQ3)

In Industry 4.0, automation and computerization of

companies are perceived. Thus, one of the required

skills is to know how to use technologies to support

the industry in this transformation process. This SMS

sought to investigate which emerging technologies

are being disseminated in Industry/Education 4.0.

The results of SQ3 revealed that the majority of

papers addressed Programming (18). This technology

was presented in 18 publications, and it is one of the

most used technologies today, being associated with

the development of important 21st-Century skills,

such as problem-solving, computational thinking, and

logical reasoning. In this SMS, some ways of working

with the programming with students were identified

Investigating Initiatives to Promote the Advancement of Education 4.0: A Systematic Mapping Study

461

to develop skills and competencies. Thus, it was

observed that the teaching of programming can be

organized in 2 phases: theory and simulation. In the

1st phase, instruments and materials can be used to

support the teaching, as tutorials. In the 2nd phase, a

tool can be inserted to support the teaching and

learning processes of programming (ref41).

In addition, other technologies were mentioned in

the selected papers, such as Robotics (17):

development and use of robots; 3D printing (12):

additive manufacturing process where a three-

dimensional model is created by successive layers of

material; Gamification (11): using game techniques

to captivate people through challenges and rewards;

Cloud computing (11): computing services, including

servers, storage, databases, among others, that

contribute to virtualization and availability of

resources and materials for teachers and students

through the internet; Augmented Reality (9):

integration of virtual elements to real-world

visualizations; Internet of Things (9): the digital

interconnection of everyday objects with the Internet;

Virtual Reality (7): interface between a user and an

operating system through 3D graphics or 360º

images; Virtual Learning Environment (7):

environments that assist in setting up courses on the

Internet; Simulation (6): software capable of

reproducing a process or operation in the real world;

Big Data (5): the knowledge of how to deal with large

data sets; Multimedia Resources (5): a range of

materials such as sounds, images, texts, and videos;

Cyber-Physical Systems (4): a system composed of

collaborative computational elements to control

physical entities; and Unplugged Computing (3):

teaching computing without using computers. Also,

other technologies have been identified in SMS, but

less frequent, such as Artificial Intelligence (2): use

of the computer to automate common tasks performed

by humans; Intelligent Teletutor (2): computational

environments used in metacognitive training; Chatbot

(2): a computer program that uses artificial

intelligence to imitate conversations with users;

Massive Open Online Course (2): open course

accessible through virtual learning environments;

Machine learning (1): data analysis method that

automates the construction of analytical models;

Learning Manager System (1): platforms that use

students, manage and monitor the classroom;

Learning objects (1): any digital resource that can

support the teaching and learning processes; Social

Networks (1): environment composed of people or

organizations, connected by one or more types of

relationships; and Storytelling (1): storytelling to

streamline and disseminate knowledge.

3.5 Ways of Working (SQ4)

The results of this sub-question show that the most

used form of work to support the training of students

and professionals is methodology. One of the

methodologies identified in this SMS was STEM (an

acronym for working in areas such as Science,

Technology, Engineering, and Mathematics). This

methodology was used to link the university with

high schools to prepare a workforce to fill in the gaps

of skills focused Industrial Internet of Things (ref53).

Also, 22 methods were found, such as CMTrain,

used for professional training (ref58); PICE, used to

improve the innovation process (ref77);

MINTReLab-MOOC, created to integrate theory with

practice (ref28); MEF, created to insert computational

resources in Physics classes (ref31); DMA, used to

assess the level of digital maturity in the industry

(ref24); TTD, used in training for decision making

(ref47); EPF, used to teach programming in

elementary schools (ref38); VET, used to support

educational vocation and vocational training (ref78);

CSCW, used to support Computer Supported

Collaborative Work (ref74); SCRUM, used to

support project management and planning (ref13);

SAHI, used to support Intelligent Hybrid Learning

(ref29); CHPL, used to support problem-based

cooperative learning (ref34), among others.

Eleven models were found, such as PILOT, used

to combine online learning and offline training

(ref75); ILM, Intelligent Laboratory Model,

supported by educational technologies) (ref08); DM,

Didactic Model inspired by the Learning Factory

(ref62); CM, Collaborative Model based on

innovation (ref30); and MI, Model to Integrate the

pillars of Industry 4.0 in engineering education

(ref20). Besides, 8 Learning Factories were found

aimed at enabling industrial production at

universities. In sequence, 7 approaches were

identified, such as DITA, used to guide the

production, selection, filtering, and sampling of

content for a business team (ref42); BW, used to

investigate the modification of Behavior the Work

(ref07); PSSC, used as a Potential Solution to the

Social Changes brought about by industry 4.0 (ref68);

AAP, used to assist in articulating ideas, organizing

steps for skill development (ref71); AAI, created to

support training in Industry 4.0 (ref36); LCA, used to

assist in the Sustainable Manufacturing Life Cycle

Assessment (ref51); and APC, used to support

Practice and Collaboration in the development and

use of applications (ref17).

Besides, 7 applications were found, such as

Collabora, an environment developed to support the

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evaluation of collaboration in the discipline of

Statistical Probability (ref33); T-mind, an application

designed to stimulate Computational Thinking skills

through Gamification (ref49); The last tree and

Treasure hunt, two games developed for exercise

Computational Thinking playfully (ref35; ref52);

Toth, a recommendation system developed to support

Project Based Learning activities and also to assist the

Collaboration between students (ref01); PAT2Math,

an intelligent tutoring system designed to assist

students in solving mathematical equations and

encouraging Metacognition skills (ref37).

In sequence, 5 types of categories were created,

such as categorization of competencies and skills and

general features related to Education 4.0 (ref04;

ref21; ref22; ref25; ref54). Also, 4 technologies are

related to Adapting the Curriculum for Education 4.0

(ref06; ref10; ref16; ref40), 4 are processes, being 2

are used to identify and work with critical

competencies in companies (ref39; ref19); and 2 are

to facilitate the skills of Problem Solving and

Computational Thinking (ref05; ref56).

Finally, 3 Frameworks were found, such as P21,

used to encourage Life skills and Innovation skills

(ref55); CTE, used to support Career and Educational

Training (ref73); R&D, used to produce a digital

artifact, from the skills and competencies (ref64). In

sequence, 2 are related to the Teaching Factory

created to support students in the development of

useful skills for a career in manufacturing; 2 methods

developed to support programming teaching and

encourage Computational Thinking skills; 1 Project

developed to promote interdisciplinary work on

Industry 4.0 topics; 1 FabLab carrying out curricular

and extracurricular activities, focusing on cooperative

work, gamification and learning by doing; and 1

questionnaire to identify non-technical skills in the

profile of software engineers.

3.5.1 Active Learning Methodology (SQ4.1)

In addition to SQ4, this SMS also had the sub-

question SQ4.1 that sought to investigate pedagogical

approaches worked in the context of Education 4.0.

Active methodologies are educational practices that

encourage students to participate in activities that lead

to reflection, questioning, the search for

understanding concepts, and how to apply them in a

real context. Therefore, active methodologies can

allow more dynamic, interactive, and student-

centered classes, where 21st-Century skills can be

worked on (ref01). In active learning, both teachers

and students are active actors in the process (ref18).

The results for this sub-question pointed out that

15 publications are related to Project-Based Learning.

This methodology consists of an educational strategy

or methodology to promote the contextualized and

planned accomplishment of tasks that usually involve

real situations (ref01). In this SMS, 15 studies

described on Problem-Based Learning

characteristics. This methodology is composed by the

use of real-world problems to encourage students to

develop critical thoughts and problem-solving skills,

acquiring knowledge about essential concepts in the

studied area (ref56). Besides, 13 studies that address

by Collaborative Learning were selected. This

methodology is characterized by teamwork, where

the teacher can stimulate attendance and observe the

pace of learning, and use his authority in the

classroom to encourage independence (ref70).

In sequence, other active learning methodologies

were identified, such as Computer-Supported

Collaborative Learning (3): the science that studies

how people can learn in groups with the help of

computers, having a relationship with Collaborative

Learning mentioned previously (ref33); Blended

Learning (2): combination of online and offline

learning (ref23); Flipped classroom (2): a complete

inversion of the teaching model, being one of the

variations of blended learning (ref29); Enterprise-

Centered Learning (2): use of real processes and

problems directed to the context of the company

(ref16); Scenario-Based Learning (2): a practical

approach that allows students to work with

simulations of real-life situations and allows them to

acquire knowledge (ref78); Simulation-Based

Learning (2): unlike Scenario-Based Learning, there

is the use of software to reproduce real situations to

be worked on (ref41); Case-Based Learning (2): a

strategy that uses real cases to allow students to make

decisions and get acquainted with the characters and

circumstances in order to present a solution (ref29);

Inquiry-Based Learning (1): a strategy to actively

engage the student with an idea or topic in a

discussion initiated by the teacher after an

explanation (ref71); Digital Game-Based Learning

(1): a strategy to focus on the design, development,

use, and application of games in education (ref51);

Design Thinking (1): set of ideas and insights to

address problems related to future information

acquisition, knowledge analysis, and proposed

solutions (ref13); Problem-Based Corporate Learning

(1): an industry-focused problem-solving strategies

(ref34); Challenge-Based Learning (1): a strategy to

provoke questions and exercise the ability to find an

answer (ref29); Creative Learning (1): a strategy to

develop, experiment and characterize methodologies

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and learning environments capable of promoting

creativity (ref15); and Assisted Learning (1): the

teacher provides the students with targeted guidance,

offering tips and assistance (ref43).

3.6 Technical and/or Pedagogical

Support (SQ5)

The results of this sub-question show that 39.74% of

publications, both students and professionals are

guided during activities, whether to solve problems,

use new technology or complete a challenge. It was

observed that the teacher acts as a facilitator and must

be available for complex issues (ref29; ref23).

Besides, facilitators must support students in terms of

motivation and improve their communication and

teamwork skills and provide adequate support so that

students can build new knowledge and improve their

metacognitive skills (ref34).

However, 60.26% of the papers identified in this

SMS do not comment about the participation of the

facilitators. This implies that most publications still

do not discuss the role, importance, and difficulties in

this facilitator in the Education 4.0 scenario, even that

this professional has a relevant role within the

process. The facilitator motivates, encourages, and

makes your students learn more and better.

In general, given the challenges of the 21st

Century and that Revolution 4.0 brings, it may be of

interest to the facilitator to know the possibilities of

the new emerging technologies used as an educational

support channel. Therefore, researchers indicate the

need to conduct studies about this professional

because they need to be reinvented and challenging in

their work due to changes.

3.7 Types of Analyses

About SQ6, it was observed that 32.05% of the

studies present quantitative analyzes, 8.97%

qualitatively and 7.69% are analyzed both

quantitatively and qualitatively. However, it was

noticed that most publications do not have

experimental studies. Thus, 51.28% of these

initiatives have not been evaluated or they are

position papers, i.e., papers with the trend and

consolidated theoretical foundation.

In this SMS, it was noticed that Education 4.0

starts to gain prominence, becoming a term discussed

by the scientific community. Although, some studies

only present the use of emerging technologies and/or

skills development of the 21st Century, without the

presence of the term Education 4.0. In general, the

need to experience what has been discussed and

produced for Education 4.0 is recognized. Thus, it

will be possible to verify the impacts and difficulties

of inserting technologies in the teaching and learning

processes, taking into account the teacher and student.

4 THREATS TO VALIDITY

As with all SMS, some threats can affect valid results

(Pinheiro et al., 2018). Therefore, we identified

threats as publication bias, identification of studies,

and the process of data selection and extraction. We

sought to mitigate them while conducting this SMS to

reduce possible risks.

Publication Bias. Mapping studies can suffer the

effects of selective results through digital libraries.

The selected results are related to the non-coverage of

a given reality, as national. Thus, we also chose to

research the main Brazilian bases of Computers in

Education and Informatics in Education. So that they

can quantify the results and advances of Education

4.0 both nationally and internationally.

Identification of Studies. Another risk is the

exclusion of relevant studies that address the

characteristics and principles of Education 4.0,

despite not mentioning the term. To mitigate this risk,

we carefully opened the selection filter to be as

inclusive as possible, considering not only the main

concepts but studies that dealt with active learning

with emerging technologies, development of skills

and competencies, and training of professionals for

Industry 4.0, i.e., subjects related to Education 4.0

identified in primary studies.

Selection and Extraction of Study Data. The threats

to carry out the selection and extraction of data have

been reduced through the definition of the inclusion

and exclusion criteria and the data extraction strategy.

First, we produced a rigid protocol for selecting

studies. Subsequently, the researchers carried out the

selection in pairs, discussing the selection until a

consensus was established. The selection strategy

allowed to maintain the research's integrity, minimize

the bias, and maximize the number of sources

examined. However, when extracting data, we

realized that relevant information was not always

explicitly presented in the papers. Thus, in some

cases, this information had to be inferred. However,

this inference was made by the first author and

carefully reviewed by the co-authors based on the

information provided in the papers. In general, the

data extraction strategy facilitated the application of

data extraction criteria for all selected papers and

allowed their classification.

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5 CONCLUSIONS AND FUTURE

WORK

This paper shows the results of a Systematic Mapping

Study (SMS) that aimed to identify initiatives in

Education 4.0 applied to promote the advancement of

Industry 4.0. From a formal protocol, automatic and

manual searches were performed, making 5 search

sources. Of the 1732 papers returned, 78 met the

inclusion criteria and were extracted. The protocol

was defined and documented according suggested by

Kitchenham and Chartes (2007). One of the data

extraction strategies was to answer 8 research sub-

questions. The respective answers obtained in each

sub-question provided an overview of Education 4.0.

The results showed that: (SQ1) there is a greater

tendency for initiatives in Higher Education,

certainly, because researchers work at this level of

education; (SQ1.1) there is a lack of initiatives in

Basic Education, precisely at the level of fundamental

education for the integral development of the student.

The development of students in multiple dimensions

such as social, emotional, intellectual, among others,

is considered as integral development; (SQ2) skills

are necessary for integral student development;

(SQ3), emerging technologies are required in industry

and can enable valuable experiences when used in

academia; (SQ4) there are several possibilities for

changing technologies and cultivating 21st-Century

skills in the classroom; (SQ4.1) there is a tendency

towards to use of methodologies that explore the

protagonism of the student; (SQ5) there are few

initiatives that discuss teacher participation in the

learning process. Besides, few studies addressed the

challenges of the teacher in the scenario of Education

4.0; and (SQ6) few experimental studies on

Education 4.0 were performed.

This SMS had as the main question: “What

initiatives are being proposed in the context of

Education 4.0 and Industry 4.0 to contribute to the

challenges of the 21st Century?”. Based on the

results, it is possible to say that the initiatives that

promote Education 4.0 are those that: (a) seek the

protagonism of the student; (b) incentive active

learning; (c) propose practical activities; (d) develop

21st-Century skills; and (e) enabling experience with

emerging computing resources and processes. These

characteristics were also noticed in studies carried out

in the industry, promoted for professional training.

Overall, it is possible to indicate that education

focused on Education 4.0 can provide students with

education more aligned to the contemporary world, in

addition to enabling greater chances of employability

in Industry 4.0. As future work, we intend to extend

automatic and manual searches to identify studies of

the years 2019 and 2020. Besides, the intention is to

analyze international papers separately from national

ones to facilitate the interpretations and conclusions

of the different contexts identified in the SMS.

Another flow of future research, already in progress,

is developing strategies to help the teacher prepare

classes in the Education 4.0 format, taking into

account the SMS findings.

ACKNOWLEDGEMENTS

This study was developed with financial support from

CNPq (Brazilian National Council for Scientific and

Technological Development).

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