Characterization of the Teaching Profile within the Framework of Education 4.0

Abstract

The authors of the Education 4.0 concept postulated a flexible combination of digital literacy, critical thinking, and problem-solving in educational environments linked to real-world scenarios. Therefore, teachers have been challenged to develop new methods and resources to integrate into their planning in order to help students develop these desirable and necessary skills; hence, the question: What are the characteristics of a teacher to consider within the framework of Education 4.0? This study was conducted in a higher education institution in Ecuador, with the aim to identify the teaching profile required in new undergraduate programs within the framework of Education 4.0 in order to contribute to decision-making about teacher recruitment, professional training and evaluation, human talent management, and institutional policies interested in connecting competencies with the needs of society. Descriptive and exploratory approaches, where we applied quantitative and qualitative instruments (surveys) to 337 undergraduate students in education programs and 313 graduates, were used. We also included interviews with 20 experts in the educational field and five focus groups with 32 chancellors, school principals, university professors, and specialists in the educational area. The data were triangulated, and the results were organized into the categories of (a) processes as facilitators (b), soft skills, (c) human sense, and (d) the use of technologies. The results outlined the profile of a professor as a specialized professional with competencies for innovation, complex problem solving, entrepreneurship, collaboration, international perspective, leadership, and connection with the needs of society. This research study may be of value to administrators, educational and social entrepreneurs, trainers, and policy-makers interested in implementing innovative training programs and in supporting management and policy decisions.

A Challenge-Based Learning Experience in Industrial Engineering in the Framework of Education 4.0

“…In the current phase, educators interact with a learner born in a digitally centered society, or what some authors have referred to as true digital natives. These digital natives are part of an hyper-cognitive generation, which has an impact on their demands towards the educator [28]. The demands made by the students force the educator to be open to a constant evolution and the corresponding improvement of their strategies and practices [29].…”

Teaching 4.0 Competency in Higher Learning Institutions: A Systematic Mapping Review

“…It might also be the use of augmented reality tools in a modular learning system with an interactive virtual model of the equipment (Miranda & Molina, 2020), cloud computing data, and information processed in real-time (Martin et al, 2018). Table 1 identified tools and infrastructures commonly used as technology in Teaching 4.0 (Bonfield et al, 2020;Mourtzis et al, 2017;Golitsynaet al, 2019;Miranda et al, 2019;Miranda & Molina, 2020;Ramírez-Montoya et al, 2021;Balakirshnan & Lay, 2016). Adapting multiples technology into Teaching 4.0 effectively impacts on the teaching and learning process.…”

Evidence-Based Educational Innovation Model Linked to Digital Information Competence in the Framework of Education 4.0

“…Therefore, it promotes changing the vision of teachers' digital competencies from old skills to innovative practices. In the context of education 4.0 [5], a teacher's profile describes a specialized professional with digital competencies oriented to innovation, problem-solving, entrepreneurship, collaboration, connection, and understanding the needs of society. Acquiring these competencies requires stimulation through practical experiences [6].…”