MAJOR CHALLENGES WITH NOVEL SOLUTION OF HIGHER EDUCATION IN INDUSTRY 4.0 ERA

Abstract

The advent of Industry 4.0 is expected to have a profound and far-reaching impact on the nature of jobs and the skills required by the workforce. As technology advances at an unprecedented pace, higher education institutions find themselves at a pivotal juncture, facing the challenge of preparing students for a future that demands a new set of competencies. In response to this imperative, a transformative educational intervention known as Challenge-Based Learning (CBL) was conceived and implemented. The primary objective of CBL is to equip undergraduate students with the skills and knowledge needed to thrive in the dynamic landscape of Industry 4.0. This intervention strategically integrated the Industry 4.0 theme into the curriculum of a university's Project Management program and was rigorously executed over two separate academic terms. To assess the effectiveness of this pedagogical approach, feedback was meticulously collected from a cohort of 300 undergraduate business students, employing rigorous document analysis as the primary research methodology. The findings of this study shed light on the overwhelmingly positive outcomes of Challenge-Based Learning within the context of Industry 4.0 education. First and foremost, the study demonstrated marked improvements in knowledge acquisition among the participating students. The integration of Industry 4.0 principles into the Project Management curriculum significantly enhanced students' understanding of the relevant issues and challenges within real-world scenarios. This, in turn, positioned them as better-prepared candidates for the ever-evolving job market. Furthermore, Challenge-Based Learning proved instrumental in fostering and refining a range of vital future-oriented skills. The collaborative nature of CBL inherently promoted teamwork, effective communication, strategic planning, and creative problem-solving. These soft skills are increasingly recognized as indispensable in the contemporary workforce, and CBL emerged as an effective mechanism for their development. In essence, this research offers a compelling blueprint for implementing Challenge-Based Learning within the Project Management curriculum of educational institutions. Moreover, the findings corroborate and affirm similar positive outcomes observed in other academic disciplines that have adopted CBL as an educational strategy. It is essential to acknowledge, however, that while the CBL approach showcased its effectiveness within business schools, the unique experiences and outcomes of students may not seamlessly translate to other academic disciplines or contexts. The success of Challenge-Based Learning is, to some extent, contingent upon the specific nuances of the subject matter and the pedagogical approach employed. Hence, while replicability is encouraged, the tailoring of CBL to distinct educational environments remains an imperative consideration.