Technology and Education as Drivers of the Fourth Industrial Revolution Through the Lens of the New Science of Learning

Abstract

The economic needs imposed by our knowledge-based and digital economy require careful reflection and insights as we face new educational needs. This research paper explores the importance of a student-centred approach and the new science of learning paradigm to foster the development of new and innovative learning, teaching and research approaches. At EUt + we are working on a new concept coined as circular pedagogy. In our proposed innovative pedagogy, the roles of the learner, teacher and researcher are ever interchanging for a lifelong learning experience to navigate the challenges posed by the fourth industrial revolution and future new phases. The current work underlines the need for education and technology fusion to foster creativity and attractiveness towards sustainable learning processes for personal and cognitive skill development not limited to economic needs and demands. The context of European Universities’ alliances through the lenses of EUt + is discussed as an internationally transformative strategy for enhancing educational opportunities for actors in the educational process, prioritising strong intercultural competencies development, underlining diversity, inclusion, and collaborative and open learning environments. The sustainable educational context is defined by the human being and well-being continuously engaged in adaptive tasks, learning processes, assessments, skill development and decision-making routines. The emphasis on stress-related reports underlines its negative impact on the learning process and the need for a learning environment designed to acknowledge specific personality profiles and vulnerabilities to enhance a positive educational climate through technology that aligns with the needs of sustainable education.