Before designing and creating the Training pathway for the development of teachers’ non-technological competences, we started collected information about the social, cultural, economic and technological situation related to Industry 4.0 in our countries, analysing reports and papers, to have an (almost) complete framework.
The advancement of new technologies in the fourth industrial revolution blurs the lines between the physical, digital, and biological worlds. These advancements are led by the emergence of artificial intelligence, robotics, the internet of things, autonomous vehicles, bio and nanotechnology, 3-D printing, material science, quantum computing, and energy storage.
However, Industrial Revolution 4.0 is not only technology: it includes the digital transformation of the whole business as well.
This implies that we have to rethink the digitization and integration of vertical and horizontal value chains and of the business model in general by optimizing the customer interaction and access.
The disruptive nature of Industry 4.0 brings about considerable changes in work processes, which consequently requires a different approach to the way work is performed.
New skills are required to perform existing and new jobs that emerge owing to Industry 4.0 technological advances.
It is widely acknowledged that, although the skills required in different industries might differ, there are similarities in the competences required in different fields.
A significant number of authors state that strong social, and collaborative skills will be as important as technical skills in the future. More, the interaction with intelligent machines will require a firm base of soft skills, such as emotional intelligence, critical thinking, innovation, communication, collaboration, leadership, and teamwork, also considering that intelligent machines cannot (yet) apply common-sense reasoning; neither can they show empathy, which humans need to do to increase productivity when working in smart factories.
In other words, the best talent is not the machines but a combination of both humans and machines.
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Siemens AG, Pictures of the future, Spring 2013.
Diwan, P. (2017). Is Education 4.0 an imperative for success of 4th Industrial Revolution? Accessed from
Fitsilis, Tsoutsa, Gerogiannis (2018). Industry 4.0: required personnel competences. In International Scientific Journal
"Industry 4.0", year III, issue 3, p.p. 130-133 (2018). Accessed from:
World Economic Forum (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial
revolution. Global Challenge Insight Report, World Economic Forum, Geneva.
Gudanowska, A.E., Alonso, J.P. and Törmänen, A. (2018). What competencies are needed in the production industry? The
case of the Podlaskie Region. Engineering Management in Production and Services, 10(1): pp. 65-74.
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review, Brighton, Issue Number: July-August, pp. 114-123.
Guszcza, J., Lewis, H. and Evans-Greenwood, P. (2017). Cognitive collaboration: Why humans and computers think better
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Prifti, L., Knigge, M., Kienegger, H. and Krcmar, H. (2017). A competency Model for "Industrie 4.0" Employees. In 13th
International Conference on Wirtschaftsinformatik (WI). St. Gallen, Switzerland, pp.46-60.
Cotet, G.B., Balgiu, B.A. and Zaleschi, V.C. (2017). Assessment procedure for the soft skills requested by Industry 4.0.
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