Scientific mapping to identify competencies required by industry 4.0

Kipper, Liane Mählmann; Iepsen, Sandra; Forno, Ana Júlia Dal; Frozza, Rejane; Furstenau, Leonardo Bertolin; Agnes, Jéssica Andréia; Cossul, Danielli

doi:10.1016/j.techsoc.2020.101454

Cited by 167 publications

(135 citation statements)

References 70 publications

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“…According to [6], it is too early to draw conclusions about the long-term impact of the global pandemic on education, and emergency online teaching should not be equated with pedagogically effective online teaching in accordance with the needs of students and potential employers. But it is clear, that coronavirus pandemic and rapid transition to distance learning significantly accelerated an introduction of Education 3.0 -4.0 technologies into traditional educational process.…”

Section: Discussionmentioning

confidence: 99%

“…In conditions of rapid development of technologies, a professional of Industry 4.0 must constantly learn from other professionals with different education and experience [3]. An important task for modern education is to identify the competencies necessary for future specialists to effectively enter the labor market [3], [6], [7]. Knowledge and competencies required for Industry 4.0 include: information technologies, software engineering, programming, data communications and computer networks, interfaces, network protocols, internet of things, systems understanding, cloud solutions, sensors and electronics, lean production.…”

Section: Literature Reviewmentioning

confidence: 99%

“…We can see from histogram in Figure 1 students' answers to the question: "What forms of mobile internet do you use during educational process?". [4] Mobile access to the university library [5] Electronic textbooks [6] Social networks [7] Messengers [8] Specialized programming forums [9] Integrated development environments (IDE) [10] Mathematical problem-solving resources Survey shows, that students actively use mobile access in the educational process to available web services, such as search engines, Wikipedia, cloud storage resources, electronic textbooks, social networks and messengers. This infrastructure of mobile learning has been developed independently of educational institutions, and teachers have been able to use the ready-made infrastructure in the educational process in the current conditions.…”

Section: Educational Technologies Of Education 40 In Traditional Educational Processmentioning

confidence: 99%

“…Are you engaged in self-directed learning? [4] I use professional forums [5] I read specialized books and textbooks [6] I use programming forums [7] Other…”

Section: Educational Technologies Of Education 40 In Traditional Educational Processmentioning

confidence: 99%

“…prefer?" Answer options: [1] Traditional lectures and classroom workshops [2] Project work in a small group [3] Independent work outside the classroom [4] Solving individual tasks [5] Independent development of software applications [6] The solution of creative tasks without ready-made solutions [7] Other Students give preferences to forms of training, relevant for informal learning in frames of traditional educational process. We can see from histogram in Figure 4 students' answers to the question: "What forms of training do you prefer?"…”

Section: Informal Learningmentioning

confidence: 99%

See 4 more Smart Citations

Teaching/Learning Strategies in Context of Education 4.0

Golitsyna¹,

Eminov²,

Eminov³

2021

Adv. sci. technol. eng. syst. j.

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Coronavirus pandemic and transition to distance learning have significantly accelerated the introduction of Education 3.0 -4.0 technologies into traditional educational process. This paper discusses questions of training of IT-specialists in context of Education 4.0. Based on our experience, approaches to the organization of the educational process of ITstudents are considered. It is discussed, what elements of mobile learning, self-directed learning and informal learning are used by students. Informal learning in traditional educational process of IT-students is considered in such aspects as the source of knowledge, personalization, teaching/learning methods. The paper discusses a stage-bystage approach to formation of interdisciplinary educational content for IT-students. In conclusion, the strategies of teaching / learning of Education 4.0, useful for forming of competencies for Industry 4.0, are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Educational Technologies Of Education 40 In Traditional Educational Processmentioning

confidence: 99%

“…Are you engaged in self-directed learning? [4] I use professional forums [5] I read specialized books and textbooks [6] I use programming forums [7] Other…”

Section: Educational Technologies Of Education 40 In Traditional Educational Processmentioning

confidence: 99%

Section: Informal Learningmentioning

confidence: 99%

See 3 more Smart Citations

Teaching/Learning Strategies in Context of Education 4.0

Golitsyna¹,

Eminov²,

Eminov³

2021

Adv. sci. technol. eng. syst. j.

View full text Add to dashboard Cite

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Strategic engagement of business with Sustainable Development Goals: A systems thinking approach

et al. 2023

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Private companies seeking to heighten their social responsibility and reduce ecological impacts often lack practical approaches to discern high‐impact and cost‐effective changes. Deeper understanding of the interrelated economic, social, and ecological systems reflected in the United Nations Sustainable Development Goals (UN SDGs) can enhance their ability to positively connect and influence both internal and external aspects of the integrated business and socio‐ecological system. Through an inductive study of three companies, this article demonstrates that systems thinking provides a valuable approach to help companies to understand and map the systems in which they operate, enabling them to expand their sustainability practices even as they address profit‐versus‐impact conflicts. We examine how strategic business goals and activities interplay with an organization's socio‐ecological system and thereby enhance business engagement with the SDGs. Our key contribution is a systems‐minded sustainable business framework using three processes: goal–purpose alignment, partnerships, and systemic interplay. We explain each company's sustainability efforts and their relative engagement with the SDGs as well as relative impact of such engagement on the company in return.

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