With the developments in technology and innovation, the manufacturing, workforce, training, and educational systems were affected. Facing the fourth industrial revolution, academics are researching the possible changes that might arise in education and skills of the future workforce. As the workplace develops, new competencies will surface. With this context in mind, the authors initiated this research. A detailed questionnaire was prepared as a pilot study to comprehend students' views on the use of technology in classrooms and its impact on their learning experience and engagement. Knowledge of their views allowed the authors to draw inferences as to the skills and competencies of future students and whether they would match Industry 4.0. Furthermore, a gap analysis was conducted, whereby the existing situation at a Canadian higher educational institution was compared to the desired situation, and recommendations were put forward.

This paper puts forward several principles that the authors believe are essential for quality education in Canadian colleges. The relationship between establishing communities of practice, creating knowledge repositories, encouraging top management commitment to knowledge sharing and establishing a comprehensive reward system are examined in relation to innovation in education. Sustainable Development Goal (SDG) #4 of the UN postulates quality education among its top initiatives.The question that arises is how do we ensure that SDG #4 is implemented in higher education institutions? Accordingly, data was collected through observation of faculty and staff from the 2017 Ontario Colleges strike. Although a strong corporate culture exists in Ontario colleges, the system continues to struggle with explicit top management principles that support knowledge sharing across different disciplines. Inter and intra departmental forums including students are non-existent. Knowledge repositories, that staff, faculty and students can tap into are lacking. A greater conversation with stakeholders is imperative to weave all the threads of organizational behavior practices together to nurture future global citizens. Only then can we achieve sustainable quality education.

With the developments in technology and innovation, the manufacturing, workforce, training, and educational systems were affected. Facing the fourth industrial revolution, academics are researching the possible changes that might arise in education and skills of the future workforce. As the workplace develops, new competencies will surface. With this context in mind, the authors initiated this research. A detailed questionnaire was prepared as a pilot study to comprehend students' views on the use of technology in classrooms and its impact on their learning experience and engagement. Knowledge of their views allowed the authors to draw inferences as to the skills and competencies of future students and whether they would match Industry 4.0. Furthermore, a gap analysis was conducted, whereby the existing situation at a Canadian higher educational institution was compared to the desired situation, and recommendations were put forward.