Abstract:

The emergence of the Fourth Industrial Revolution has intensified the need for educational models capable of preparing students for complex, technology-driven professional environments. In response, the concept of Education 4.0 has gained prominence as a paradigm that integrates innovative pedagogies, digital technologies, and competency-based learning to align higher education with the evolving demands of the digital economy. Numerous studies have proposed Education 4.0 frameworks aimed at guiding this transformation. However, despite the growing body of literature, the characteristics that define such frameworks remain dispersed across multiple conceptual models, often emphasizing technological infrastructure or institutional transformation rather than the design of concrete learning experiences.

This paper addresses this gap by examining the research question: What are the defining characteristics of an Education 4.0 framework according to the current literature? Through a structured review of recent studies on Education 4.0 frameworks, the analysis identifies recurring features associated with this paradigm, including student-centered learning, competency-based education, the integration of emerging digital technologies, flexible learning pathways, and pedagogical approaches grounded in active and collaborative learning. These frameworks conceptualize Education 4.0 as a holistic transformation of higher education that integrates pedagogical innovation, technological infrastructure, and institutional change.

Despite these advances, the literature reveals several limitations when considering the specific needs of Information Systems education. Many frameworks remain high-level and descriptive, offering limited guidance on how Education 4.0 principles can be operationalized in learning environments that simulate real professional practice. In particular, three critical gaps emerge: (1) the insufficient integration of authentic project-based learning experiences involving real stakeholders, (2) the lack of explicit mechanisms to support the development of self-regulated learning processes, and (3) the absence of structured learning workflows capable of linking competency development with the dynamics of real-world software and information systems projects.

These gaps are particularly significant in Information Systems education, where professional competence requires not only technical knowledge but also the ability to collaborate, adapt, and learn autonomously in rapidly evolving technological contexts. Addressing these limitations requires Education 4.0 frameworks that explicitly integrate authentic professional practice, student autonomy, and structured learning processes.

To respond to these challenges, this paper discusses the design rationale for ALEX (Active Learning EXperience), an Education 4.0 framework developed to support authentic project-based learning and self-regulated competency development in Information Systems education. While the technological implementation of the framework is instantiated through the ALEX learning platform, the primary contribution of this work lies in articulating the conceptual requirements for Education 4.0 frameworks capable of supporting authentic, competency-oriented learning environments aligned with professional practice.

Keywords:

Education 4.0, Frameworks, Information Systems Education, Authentic Project-Based Learning, Self-Regulated Learning, Active Learning.