University Didactic 4.0 for Professionals of the 21st Century

Abstract

Objective: This study investigates the impact of transitioning towards "University 4.0" on shaping professionals capable of addressing the 21st-century challenges. It highlights the integration of advanced technologies and innovative pedagogical approaches in higher education.   Theoretical Framework: The study focuses on the necessity for higher education to adapt to advanced methodologies and technologies to meet the demands of the knowledge society and the digital economy. It emphasizes the importance of ICT in educational transformation and the evolution of the teacher's role towards a learning facilitator.   Method: Descriptive analysis based on bibliographic review and surveys conducted with students and teachers, exploring emerging pedagogical practices and the integration of telelearning resources and ICT in educational environments.   Results and Discussion: A significant transformation towards more interactive and student-centered learning is revealed. The advantages of digital technologies in teaching and the challenges related to accessibility and equity are discussed. Research Implications: Suggests the need for a holistic approach that integrates technical, cognitive, and social competencies to properly prepare future professionals. It underlines the importance of overcoming technological and pedagogical barriers for a more inclusive and effective education.   Originality/Value: Provides a comprehensive perspective on the evolution of university didactics towards education 4.0, emphasizing the need to adapt to technological and sociocultural changes to form competent and versatile professionals in the global and technologically advanced context of the 21st century.