No full-text available
To read the full-text of this research,
you can request a copy directly from the authors.
The Fringe Benefit of Industry 4.0 and Industry 5.0 on the Educational Sector: A Comprehensive Bibliometric Review
Abstract
This chapter presents a bibliometric analysis of literature published between 2012 and 2024, exploring the impact of Industry 4.0 and Industry 5.0 technologies on education. Using a dataset of 3281 Scopus-indexed records, the study identifies trends, research patterns, key contributions, and popular keywords. Bibliometric tools like Biblioshiny reveal global research trends, significant studies, and collaboration networks. The analysis highlights the influence of artificial intelligence, the Internet of Things, and robotics on education, particularly during the COVID-19 pandemic, emphasizing scenario-based learning and strategic human resource management. By examining the top 10 contributing papers, this study provides insights for policymakers, educators, and researchers, stressing the need for multidisciplinary research, global collaboration, and longitudinal studies to harness the educational potential of these technological advancements.
ResearchGate has not been able to resolve any citations for this publication.
The National Education Policy (NEP) of India, introduced in 2020, is a transformative policy that aims to revolutionize the country's education system. This article presents a comprehensive review of the literature on the NEP 2020, exploring its objectives, key features, implications, and challenges. The review highlights the policy's visionary approach in addressing critical issues such as access, quality, and holistic development in education. It emphasizes the potential of the NEP 2020 to reshape teaching practices, learning outcomes, and educational practices, while also identifying the challenges in its effective implementation. The study also discusses the role of technology, vocational education, and teacher empowerment in aligning with the policy's vision. The literature review underscores the significance of the NEP 2020 in fostering a knowledgedriven society and preparing India's youth for the challenges of the 21st century.
This review paper provides a comprehensive analysis of the automation of smart education in the context of Industry 5.0 from 78 papers, focusing on the integration of advanced technologies and the development of innovative, effective, and ethical educational solutions for the future workforce. As the world transitions into an era characterized by human–machine collaboration and rapidly evolving technologies, there is an urgent need to recognize the pivotal role of smart education in preparing individuals for the opportunities and challenges presented by the new industrial landscape. The paper examines key components of smart education, including intelligent tutoring systems, adaptive learning environments, learning analytics, and the application of the Internet of Things (IoT) in education. It also discusses the role of advanced technologies such as artificial intelligence (AI), machine learning (ML), robotics, and augmented and virtual reality (AR/VR) in shaping personalized and immersive learning experiences. The review highlights the importance of smart education in addressing the growing demand for upskilling and reskilling, fostering a culture of lifelong learning, and promoting adaptability, resilience, and self-improvement among learners. Furthermore, the paper delves into the challenges and ethical considerations associated with the implementation of smart education, addressing issues such as data privacy, the digital divide, teacher and student readiness, and the potential biases in AI-driven systems. Through a presentation of case studies and examples of successful smart education initiatives, the review aims to inspire educators, policymakers, and industry stakeholders to collaborate and innovate in the design and implementation of effective smart education solutions. Conclusively, the paper outlines emerging trends, future directions, and potential research opportunities in the field of smart education, emphasizing the importance of continuous improvement and the integration of new technologies to ensure that education remains relevant and effective in the context of Industry 5.0. By providing a holistic understanding of the key components, challenges, and potential solutions associated with smart education, this review paper seeks to contribute to the ongoing discourse surrounding the automation of smart education and its role in preparing the workforce for the future of work.
4.0 (И4.0) и Индустрија 5.0 (И5.0) засноване су на знању које је стечено у образовању, организовано у виду научно-истраживачких активности и опредмећено у технолошким иновацијама, новим производима и услугама. Циљ овог рада је да се размотре различити аспекти међусобног односа образовања и технологија И4.0 и И5.0. Осим што образовање утиче на развој технолошких иновација, продукције нових знања и образовних профила, технологије И4.0 и И5.0 непосредно утичу на образовање-од промена организационе структуре образовних установа и наставних програма, преко увођења нових технологија и знања у наставу, промена у методици учења, до успостављања обавезе континуираног стручног усавршавања наставника. Пошто овај рад има теоријски карактер, у њему ће бити претежно примењена анализа садржаја, као и синтетички метод како би се уобличили релевантни резултати. Кључне речи: образовање, Индустрија 4.0, Индустрија 5.0, Србија УВОД Образовање је цивилизацијско и универзално људско добро. Оно одлучујуће утиче на квалитет живота и развој сваког друштва и појединца, обезбеђује њихову будућност, друштвено-економски просперитет и напредак у сваком погледу. Савремене технолошке иновације имају свој континуитет са ранијим знањима, искуствима и технолошким решењима, тако да оне у суштини чине јединствен процес убрзаног технолошког и друштвено-економског развоја. Индустрија 4.0 (И4.0) и Индустрија 5.0 (И5.0) јесу развојни европски пројекти који су настали у најразвијенијим земљама, најпре у Немачкој, с циљем повећања раста и глобалне конкурентности. Велики утицај на настанак и развој И4.0 и И5.0 имали су 1 jovan.bazic@pr.ac.rs 2 bojana.sekulic@ips.ac.rs
Metaverse implementations have started to emerge in various industries with the promise of providing better industrial services and a more sustainable society (Society 5.0). At the same time, various studies have revealed several challenges to the use of metaverse. Motivated by the fragmented literature on the implementation of metaverse in industries, this study presents a systematic literature review of research on this topic. Both content and bibliometric analyses are applied to reveal research trends, impacts and challenges of research on metaverse in the industry. The findings have revealed that metaverse adoption in industries is still in its infancy, with most research adopted in education and health industries. Additionally, there is unequal geographical distribution of research on metaverse in industries, calling for more international collaboration in this regard to facilitate metaverse adoption worldwide. The findings have also revealed several concerns that researchers and practitioners should keep in mind while implementing metaverse in industries.
The Industrial Revolution can be termed as the transformation of traditional industrial practices into new techniques dominated by the technologies available at that time. The first three industrial revolutions were driven respectively by mechanization, electrification, and automation which had gradually transformed the agrarian economy into a manufacturing-based economy. It helped in enhancing the lifestyle of the factory workers and the healthcare system, which improved the overall quality of living. The industries that adapted to the change witnessed a tremendous increase in the production of goods, competitive advantage, and cross-border business opportunities. While we are currently living to see the fourth industrial revolution (also known as Industry 4.0) unfolding around us, the world is poised for the next big leap, the fifth industrial revolution or Industry 5.0. Hence, the first half of the paper outlines the enabling technologies of Industry 4.0 and conceptualizes how they would act as the foundation for the fifth industrial revolution. The socio-economic challenges of the technologies and the need for Industry 5.0 technologies are also discussed. The second half of the paper outlines the prospective technologies of Industry 5.0, their potential applications from the perspective of industry leaders and scholars and conceptualizes how they can overcome the challenges of Industry 4.0. The definition of “sustainability trilemma” a new term coined by the authors, and the reasoning for calling the next industrial revolution “Industry 4.0S” (another new term) rather than Industry 5.0 are also presented.
Industry 5.0 refers to the collaboration of advanced technologies, such as robotics and intelligent solutions, with humans to improve efficiency and performance. In education, Industry 5.0 refers to the cooperation between these technologies and educators and students to enhance the efficiency and effectiveness of teaching and learning. Industry 5.0 technologies have the potential to revolutionize the way students learn, and teachers teach. This study provides an overview of Industry 5.0 in education and explores several challenges that might face its implementation. The study also presents a number of potential research agendas to help overcome these challenges and promote the successful adoption of Industry 5.0 in education. The research agendas cover large-scale areas, such as pedagogical approaches, technology adoption, technology integration and learning performance, social and emotional development, sustainability, partnerships and collaborations, and personalized learning. This research provides a valuable and timely understanding of Industry 5.0 and its implementation in education, considering the progression of Industry 5.0 technology development.
One of the main challenges of Industry 4.0 is how advanced sensors and sensing technologies can be applied through the Internet of Things layers of existing manufacturing. This is the so-called Brownfield Industry 4.0, where the different types and ages of machines and processes need to be digitalized. Smart retrofitting is the umbrella term for solutions to show how we can digitalize manufacturing machines. This problem is critical in the case of solutions to support human workers. The Operator 4.0 concept shows how we can efficiently support workers on the shop floor. The key indicator is the readiness level of a company, and the main bottleneck is the technical knowledge of the employees. This study proposes an education framework and a related Operator 4.0 laboratory that prepares students for the development and application of Industry 5.0 technologies. The concept of intelligent space is proposed as a basis of the educational framework, which can solve the problem of monitoring the stochastic nature of operators in production processes. The components of the intelligent space are detailed through the layers of the IoT in the form of a case study conducted at the laboratory. The applicability of indoor positioning systems is described with the integration of machine-, operator- and environment-based sensor data to obtain real-time information from the shop floor. The digital twin of the laboratory is developed in a discrete event simulator, which integrates the data from the shop floor and can control the production based on the simulation results. The presented framework can be utilized to design education for the generation of Industry 5.0.
The industry is a key driver of economic development. However, changes caused by introduction of modern technologies, and increasing complexity of products and production, directly affect the industrial enterprises and workers. The critics of the Industry 4.0 paradigm emphasized its orientation to new technologies and digitalization in a technocratic way. Therefore, the new industrial paradigm Industry 5.0 appeared very soon and automatically triggered a debate about the role of, and reasons for applying, the new paradigm. Industry 5.0 is complementing the existing Industry 4.0 paradigm with the orientation to the worker who has an important role in the production process, and that role has been emphasized during the COVID-19 pandemic. In this research, there is a brief discussion on main drivers and enablers for introduction of these new paradigms, then a literature-based analysis is carried out to highlight the differences between two paradigms from three important aspects—people, organization, and technology. The conclusion emphasizes the main features and concerns regarding the movement towards Industry 5.0, and the general conclusion is that there is a significant change of the main research aims from sustainability towards human-centricity. At the end, the analysis of maturity models that evaluates enterprises’ readiness to introduce features of new paradigms is given as well.
Purpose
The purpose of this study is to identify the uses of Industry 4.0 technologies in the area of education and how they contribute to learning in addition to highlighting at what educational level they are used.
Design/methodology/approach
A systematic literature review was carried out in the Scopus (Elsevier), Web of Science and ScienceDirect (Elsevier) databases, starting in 2011. In total, 51 articles were selected for a quantitative analysis, and 23 of them were read to answer the questions of the research from a qualitative analysis.
Findings
The results show a greater use of augmented reality, simulation, Internet of Things and virtual reality. The level of education at which they are most present is higher education. They collaborate to increase immersion in content, student engagement, interpersonal interaction, reduce costs and risks, simulate real work scenarios, expand study possibilities, without limited time and space, develop soft skills and learn about technologies, their uses and modes of operation. It is concluded that the technologies of Industry 4.0 support the entire learning process, but they are not used as much as they should. They are still largely restricted to universities and courses related to manufacturing. It is hoped that this work can contribute to the development of Education 4.0 at all stages of teaching.
Originality/value
Reviews have already been carried out on the use of technologies in teaching. The originality of this work is in the fact that it focuses on Industry 4.0 technologies in the Education 4.0 scenario.
The term Industry 4.0, coined to be the fourth industrial revolution, refers to a higher level of automation for operational productivity and efficiency by connecting virtual and physical worlds in an industry. With Industry 4.0 being unable to address and meet increased drive of personalization, the term Industry 5.0 was coined for addressing personalized manufacturing and empowering humans in manufacturing processes. The onset of the term Industry 5.0 is observed to have various views of how it is defined and what constitutes the reconciliation between humans and machines. This serves as the motivation of this paper in identifying and analyzing the various themes and research trends of what Industry 5.0 is using text mining tools and techniques. Toward this, the abstracts of 196 published papers based on the keyword “Industry 5.0” search in IEEE, science direct and MDPI data bases were extracted. Data cleaning and preprocessing were performed for further analysis to apply text mining techniques of key terms extraction and frequency analysis. Further topic mining i.e., unsupervised machine learning method was used for exploring the data. It is observed that the terms artificial intelligence (AI), big data, supply chain, digital transformation, machine learning, internet of things (IoT), are among the most often used and among several enablers that have been identified by researchers to drive Industry 5.0. Five major themes of Industry 5.0 addressing, supply chain evaluation and optimization, enterprise innovation and digitization, smart and sustainable manufacturing, transformation driven by IoT, AI, and Big Data, and Human-machine connectivity were classified among the published literature, highlighting the research themes that can be further explored. It is observed that the theme of Industry 5.0 as a gateway towards human machine connectivity and co-existence is gaining more interest among the research community in the recent years.
Industry 4.0, an initiative from Germany, has become a globally adopted term in the past decade. Many countries have introduced similar strategic initiatives, and a considerable research effort has been spent on developing and implementing some of the Industry 4.0 technologies. At the ten-year mark of the introduction of Industry 4.0, the European Commission announced Industry 5.0. Industry 4.0 is considered to be technology-driven, whereas Industry 5.0 is value-driven. The coexistence of two Industrial Revolutions invites questions and hence demands discussions and clarifications. We have elected to use five of these questions to structure our arguments and tried to be unbiased for the selection of the sources of information and for the discussions around the key issues. It is our intention that this article will spark and encourage continued debate and discussion around these topics.
Staying at the top is getting tougher and more challenging due to the fast-growing and changing digital technologies and AI-based solutions. The world of technology, mass customization, and advanced manufacturing is experiencing a rapid transformation. Robots are becoming even more important as they can now be coupled with the human mind by means of brain–machine interface and advances in artificial intelligence. A strong necessity to increase productivity while not removing human workers from the manufacturing industry is imposing punishing challenges on the global economy. To counter these challenges, this article introduces the concept of Industry 5.0, where robots are intertwined with the human brain and work as collaborator instead of competitor. This article also outlines a number of key features and concerns that every manufacturer may have about Industry 5.0. In addition, it presents several developments achieved by researchers for use in Industry 5.0 applications and environments. Finally, the impact of Industry 5.0 on the manufacturing industry and overall economy is discussed from an economic and productivity point of view, where it is argued that Industry 5.0 will create more jobs than it will take away.
The present paper explores the need and scope of Pedagogies in the domain of higher education. Pedagogy is often a neglected sphere when it comes to higher education, where more attention is given to the mastery over the content, concepts, skills & training. But, a question often raised is, can the learning outcomes be realised effectively without a sound pedagogy? Often, in professional and technical courses (vocational education), the focus is more on skill development and training by an expert in the field. It is being envisioned in the UGC's report on Higher Education that Indian graduates should not only be competent in their scholastic achievements, rather , they need to be also grounded in their value systems and richness of personality. This requires a transformation of the pedagogy and pedagogical content knowledge (PCK) to bring about quality learning experiences that aims for the holistic development of individuals.
This article discusses the current focus of education policies around the world on working with benchmarks, indicators and targets. Its aim is to increase knowledge of potential strategies to meet the fourth United Nations Sustainable Development Goal (SDG 4), which strives for quality education. The SDGs form part of the United Nations (UN) “2030 Agenda for Sustainable Development”, which was unanimously adopted in 2015 by all UN Member States as a “plan of action for people, planet and prosperity”. Structure and agency theory form an important starting point of this article, allowing the ten targets within SDG 4 to be separated and viewed from micro-, meso- and macro-level perspectives. This analysis explores the idea that reaching the SDG 4 targets is a responsibility shared among individuals, education and training institutions, and regulating governments.
Collaborative learning is a widely used instructional method, but the learning potential of this instructional method is often underused in practice. Therefore, the importance of various factors underlying effective collaborative learning should be determined. In the current study, five different life sciences undergraduate courses with successful collaborative-learning results were selected. This study focuses on factors that increased the effectiveness of collaboration in these courses, according to the students. Nine focus group interviews were conducted and analyzed. Results show that factors evoking effective collaboration were student autonomy and self-regulatory behavior, combined with a challenging, open, and complex group task that required the students to create something new and original. The design factors of these courses fostered a sense of responsibility and of shared ownership of both the collaborative process and the end product of the group assignment. In addition, students reported the absence of any free riders in these group assignments. Interestingly, it was observed that students seemed to value their sense of achievement, their learning processes, and the products they were working on more than their grades. It is concluded that collaborative learning in higher education should be designed using challenging and relevant tasks that build shared ownership with students.
To cope with knowledge and competence challenges related to new technologies and processes of Industry 4.0 new strategic approaches for holistic human resource management are needed in manufacturing companies. Due to the continuous automation of simple manufacturing processes, the number of workspaces with a high level of complexity will increase, which results in the need of high level of education of the staff. The challenge is to qualify employees to shift their capacities to workspaces with more complex processes and ensure the retention of jobs in changing working environments. A strategic approach for employee qualification is described in this contribution.
Recently, the futuristic industry and society have caught increasing attention, that is, on Industry 5.0 and Society 5.0. Industry 5.0 is announced by European Commission toward a sustainable, human-centric, and resilient European industry. Society 5.0 is proposed by Japan Cabinet to balance economic advancement with the reso�lution of social problems in Japanese society. Generally, the revolutions of industry and society have profoundly
interacted with each other since the first industrial revolution. The coexistence of Industry 5.0 and Society 5.0 could raise varying confusions to be clarified and a series of questions to be answered. Therefore, we attempt to present the comparison, complementation, and co-evolution between Industry 5.0 and Society 5.0 to address the
corresponding foundational arguments about Industry 5.0 and Society 5.0, which could be the basic inspiration for future investigation and discussion and accelerate the development of Industry 5.0 and Society 5.0.
The widespread digitization and dynamic development of the technologies of the fourth industrial revolution, leading to the dehumanization of industry, have increased the interest of the scientific community in aspects of industrial humanization, sustainability and resilience. Hence, the aim of the article is to identify areas related to humanization and sustainability of the concept of Industry 4.0. A bibliometric analysis of Web of Science using Vosviewer tools, Excell and content analysis of selected papers were applied. The most important results include the determination of the dynamics of the increase in the number of publications in the segment of Industry 4.0 and Industry 5.0. The article indicates the weaknesses of the concept of Industry 4.0, especially in the area of the role of man in smart factories and sustainable development. Thus, the framework of the concept of Industry 5.0 was identified. In addition, the bibliometric analysis carried out allowed the identification of an important stream of employee skill development.
Purpose
Through the human resources (HR) and knowledge management (KM) perspective as human-centric processes, the aim of this study is to explore how companies’ engagement in diversity (DIV), inclusion (INC) and people empowerment (PEMP) policies influences companies’ organizational performance, to support organizations in the shift to the Industry 5.0 framework.
Design/methodology/approach
Combining the HR management and the KM-driven organizational culture, a conceptual model is proposed for explaining companies’ higher organizational performance. Proposed hypotheses are tested with reference to a set of listed international companies traced by Refinitiv on a five-year time horizon (2016–2020) through 24,196 firm-year observations.
Findings
This research shows that companies engaged in DIV policies, INC practices and PEMP through education have higher profitability and are more valued by capital markets’ investors.
Originality/value
This paper draws attention to the need to overcome the reductionist view of HR and rethink KM architecture to cope with the growing challenge of HR integration according to the Industry 5.0 paradigm.
In response to the interruption of all levels of education following COVID-19, we start by underlining the difference between emergency remote teaching and online learning. Next, we inquire into the question of presence in physical and virtual classrooms, and offer a discussion of presence as “being-here-now,” a “movement toward becoming,” and as gelassenheit or “releasement toward things.” We highlight the materiality of communication, and the performative production and transformation of the classroom space. Finally, we illustrate how performative writing enhances the sense of being-here-now, and facilitates the co-inhabiting of online learning spaces that lack co-presence of bodies in the same physical environment.
How to conduct a bibliometric analysis: An overview and guidelines
- N Donthu
- S Kumar
- D Mukherjee
- N Pandey
- W M Lim
Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W. M. (2021). How to
conduct a bibliometric analysis: An overview and guidelines. Journal of Business
Research, 133, page range. https:// doi.org/ DOI: 10.1108/JKM-09-2021-0718
Industry 5.0-The expected impact of next industrial revolution
- D Paschek
- A Mocan
- A Draghici
Paschek, D., Mocan, A., & Draghici, A. (2019). Industry 5.0-The expected impact
of next industrial revolution. In Thriving on Future Education, Industry, Business,
and Society:Proceedings of the MakeLearn and TIIM International Conference,Piran, Slovenia (pp. 15-17). Publisher.
Negotiating professional expertise: Hybrid educators' boundary work in the context of higher education-based teacher education. Teaching and Teacher Education, 109, 103559. Advance online publication
- M Risan
Risan, M. (2022). Negotiating professional expertise: Hybrid educators' boundary
work in the context of higher education-based teacher education. Teaching and
Teacher Education, 109, 103559. Advance online publication. DOI: 10.1016/j.
tate.2021.103559
Demonstration laboratory of
- T Ruppert
- A Darányi
- T Medvegy
- D Csereklei
- J Abonyi
Ruppert, T., Darányi, A., Medvegy, T., Csereklei, D., & Abonyi, J. (2023). Demonstration laboratory of Industry 4.0 retrofitting and operator 4.0 solutions: Education
towards "Industry 5.0". Sensors (Basel), 23(1), 283. Advance online publication.
DOI: 10.3390/s23010283 PMID: 36616880
Characteristics of learning in the era of Industry 4.0 and Society 5.0.
- Sudibjon
- Idawatil
- R Harsantih
- N.Sudibjo
Sudibjo, N., Idawati, L., & Harsanti, H. R. (2019). Characteristics of learning in
the era of Industry 4.0 and Society 5.0. In International Conference on Education
Technology (ICoET 2019) (pp. 276-278).