Instructional technologies and training models in Industry 4.0: An explorative literature review

Context: Due to the constant development of technologies, the concept and the characteristics of the fourth industrial revolution are still being defined, because the future evolution of the phenomenon and its implications are not clear yet. Consequently, it is important for VET systems to stay up-to-date on this phenomenon so that they can keep the trainers' teaching practices and the students' curricula in line with technological evolutions. The present contribution aims at collecting and systematizing useful information to better profile the set of direct and indirect consequences of the industry 4.0 phenomenon on training processes, training methods and training contexts. Method: The study consists of an exploratory literature review performed on 3 wide databases, following the guidelines proposed by Petticrew & Roberts, (2006) for systematic review. Findings: According to the provisional results, a propensity to integrate continuous training models and practices in order to foster experiential learning was found in most of the contributions. Furthermore, a set of frequently used teaching methods, models and industry 4.0 technologies were identified. Conclusion: According to the preliminary results, experiential methodologies enhanced by the use of ad-hoc technologies are at the centre of the contributions analysed. Research, both in the technological and educational spheres, thus seems to have high expectations of the potential of technological innovation to support learning processes.