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It analyzes framework characteristics, adopted technologies, and supported pedagogical strategies, identifies dominant AI and IoT trends, and highlights gaps in equity, accessibility, ethics, and coverage across primary and secondary education. A preliminary conceptual framework guides inclusive, scalable implementation.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Emerging Technologies for Education 4.0  \nDerrick Khupe  \nBotswana International University of Science and Technology, Palapye, Botswana Botswana Accountancy College, Francistown, Botswana  \nIrina Zlotnikova  \nBotswana International University of Science and Technology, Palapye, Botswana  \nHlomani Hlomani  \nBotswana International University of Science and Technology, Palapye, Botswana  \nAbstract  \nEducation 4.0 (Edu 4.0) is an evolving paradigm that aligns education systems with the demands of Industry 4.0 by integrating emerging technologies (ETs) such as artificial intelligence, the Internet of Things, and extended reality into teaching and learning. This paper presents a systematic literature review (SLR) of 19 peer-reviewed frameworks and models published between 2020 and 2024 that incorporate ETs within the Edu 4.0 context. This study examines the characteristics of these frameworks, the technologies they adopt, and the pedagogical strategies they support. The findings reveal dominant trends in AI and IoT use, a growing reliance on personalized and adaptive learning, and underutilization of advanced technologies such as digital twins and quantum computing. Key gaps include limited attention to primary and secondary education, equity, accessibility, and ethical considerations. In response, a preliminary conceptual framework is proposed to guide the inclusive and scalable implementation of Edu 4.0. This study offers actionable insights for educators, researchers, and policymakers aiming to build future-ready, ethically grounded, and context-sensitive education systems that harness the full potential of technological innovation.  \nIntroduction  \nEducation has a vital role to play in developing the knowledge, skills, attitudes and values that enable people to contribute to and benefit from an inclusive and sustainable future (OECD, 2018) . In an era of rapid and unpredictable change, imagining multiple future scenarios for education is essential to ensure systems remain resilient, relevant, and responsive (OECD, 2020) . The rapid technological developments, driven by Industry 4.0 (I4.0), have affected businesses across sectors, including education (Tikhonova & Raitskaya, 2023) . All countries have been affected by I4.0, which has no historical precedent regarding the speed of spread, the breadth of industries affected, and the magnitude and depth of changes it brings (UNCTAD, 2022) . There is a need to develop and implement forward-looking policies to harness the benefits of I4.0 while mitigating potential risks such as widening inequalities and technological exclusion (UNCTAD, 2022) . I4.0 conceptualizes swift changes in businesses through smart automation and leverages emerging technologies (ETs) such as artificial intelligence (AI) and the Internet of Things (IoT) (Ismail & Haniff, 2020) . Thus, the new business models require a workforce with new skills, including familiarity and the ability to work with ETs (Qasem et al., 2019) . This need for new skills, coupled with technological advancements in I4.0, has led to the emergence of Education 4.0 (Edu 4.0)(Frank, 2021) . Education 4.0 was conceived as a response to the needs of the Fourth Industrial Revolution (4IR), in which the human being and technology must be aligned to enable new possibilities (Inter-American Development Bank [IDB], 2022) . According to WEF (2023), Edu 4.0 refers to the teaching and learning of a comprehensive set of abilities, skills, attitudes, and values needed to thrive in the future of work and society. This includes cognitive skills such as creativity, critical thinking, problem-solving, and systems analysis; interpersonal abilities like communication, collaboration, negotiation, and socio-emotional awareness; physical coordination and dexterity; self-regulatory attitudes including adaptability, curiosity, grit, and a growth mindset; and societal","cbCaigsCKg9IiMHL","https://ap.wps.com/l/cbCaigsCKg9IiMHL","pdf",356542,33,"English","# Introduction\n## Education 4.0 and Industry 4.0 context\n## Emerging technologies and learning processes\n## Role of frameworks and models\n# Existing Literature and Identified Gaps","[{\"question\":\"What is Education 4.0 and how is it linked to Industry 4.0?\",\"answer\":\"Education 4.0 aligns education systems with the demands of Industry 4.0 by integrating emerging technologies into teaching and learning, preparing learners for future work and society.\"},{\"question\":\"Which emerging technologies are emphasized in the reviewed Edu 4.0 frameworks and models?\",\"answer\":\"The review highlights dominant trends in the use of artificial intelligence and the Internet of Things, while noting underutilization of advanced technologies such as digital twins and quantum computing.\"},{\"question\":\"What key gaps does the study identify in the current Edu 4.0 literature?\",\"answer\":\"The study reports limited focus on primary and secondary education, along with concerns about equity, accessibility, and ethical considerations.\"}]","Advancing Technology-Enhanced Learning - A Systematic Literature Review of Innovative Frameworks and Emerging Technologies for Education 4.0 | PDF",1792065061,83]