Learning Models in Vocational and Engineering Education in the Era of Industry 4.0

Abstract

ABSTRACT

The emergence of Industry 4.0 has significantly transformed industrial systems through the integration of digital technologies such as artificial intelligence, the Internet of Things, cyber-physical systems, and big data analytics. These changes have generated new demands for vocational and engineering education institutions to redesign learning models that are capable of preparing graduates with relevant competencies. This article aims to examine learning models that are appropriate for vocational and engineering education in the context of Industry 4.0. A qualitative literature review method was employed by analyzing peer-reviewed journal articles published over the last decade. The findings indicate that conventional teacher-centered learning approaches are insufficient to address the complexity and dynamism of Industry 4.0 environments. Instead, student-centered and technology-enhanced learning models, including project-based learning, problem-based learning, work-based learning, blended learning, and simulation-based learning, are increasingly adopted. These models promote the development of technical skills, digital competencies, critical thinking, collaboration, and adaptability. Furthermore, the results highlight the importance of industry collaboration and the transformation of teachers’ roles from content deliverers to facilitators and mentors. This study concludes that the successful implementation of Industry 4.0-oriented learning models requires systemic support, including curriculum redesign, professional development for educators, technological infrastructure, and strong partnerships with industry. The article contributes to the growing body of knowledge on vocational and engineering education reform and provides insights for educators, policymakers, and researchers seeking to enhance educational relevance in the era of Industry 4.0.