METHODS article
Front. Educ.
Sec. Higher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1694545
Operationalizing Education 4.0: A Structured Method for Course Materials and Assessment Alignment
Provisionally accepted
- Luleå University of Technology, Luleå, Sweden
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The rapid evolution of labor market demands, driven by technological and societal transformations, has intensified the need for higher education to foster future-oriented competencies. Frameworks such as Education 4.0 emphasize the development of abilities, skills, attitudes, and values; such as problem-solving, critical thinking, adaptability, and curiosity; alongside disciplinary knowledge. However, translating these competencies into course-level practice remains a challenge for educators, especially with regard to course materials and assessment methods. This study addresses this gap by proposing and evaluating a structured, instructor-led method for course redesign aligned with the Education 4.0 framework (E4CAM). Through an iterative research process involving literature reviews, expert workshops, and in-depth interviews, E4CAM integrates self-assessment checklists and targeted action guidelines to support competency integration. E4CAM was evaluated through two workshops and experimental applications involving university instructors. Results indicate E4CAM's practical relevance and adaptability across course levels and disciplines. By enabling instructors to systematically align course content and assessments with Education 4.0 competencies, the proposed approach offers a scalable tool for enhancing pedagogical practices and advancing competency-based education in higher education.
Keywords: Education 4.0, Course redesign, problem-solving, Critical Thinking, curiosity, Adaptability
Received: 28 Aug 2025; Accepted: 20 Oct 2025.
Copyright: © 2025 Elragal and Habibipour. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Abdolrasoul Habibipour, abdolrasoul.habibipour@ltu.se
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