Integration of Business and Education in the Training of Engineers for Industry 4.0

Makarova, Irina; Buyvol, Polina; Mukhametdinov, Eduard; Mavrin, Vadim

doi:10.1007/978-3-031-17091-1_33

Cited by 1 publication

(1 citation statement)

References 29 publications

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“…As aspects of concreteness, virtual, remote, or hybrid education, educational innovation processes with ICT, digital transformation, and technological innovation find dynamizing aspects in the pedagogical models of STEAM from the recognition of interdisciplinary skills and the commitment of educational actors [82][83][84][85], education 4.0 [86][87][88][89][90][91][92][93], Big Data [94][95][96][97][98][99][100][101], Data Mining [102,103], Data Science [104][105][106][107][108][109][110][111], and Artificial Intelligence [112][113][114][115][116][117]. However, one should constantly reflect on the ethics, potentialities, and challenges of artificial intelligence in the framework of quality education [118].…”

Section: Educational Innovation and Ictmentioning

confidence: 99%

Trends in Educational Research for Sustainable Development in Postgraduate Education Programs at a University in Peru

et al. 2023

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The Sustainable Development Goals are part of the formative management in multiple universities that are committed to a better and more sustainable future for all; contributing to this from the postgraduate management in education involves rethinking educational research from lines that ensure that the research work has a real impact on the 2030 agenda. In this regard, the objective of this study was to identify and characterize specific lines of educational research for sustainable development in a private university in Lima, specifically in Postgraduate Education (Doctorate, Master’s and Second Specialty). The methodology deployed a qualitative approach, synchronizing the methods of systematization of experiences and grounded theory. A total of 186 students and 16 teachers participated, and the collection of information used three techniques: (1)—documentary review (5398 titles and other normative documents), (2)—asynchronous focus group (16 experienced teachers), and (3)—interview (202 participants). The results show four specific lines of research: (1)—Quality educational management, (2)—Teaching–learning–assessment, (3)—Educational innovation and ICT, and (4)—Training, research, and psychosocial factors in education. It concludes with a characterization of these lines based on an epistemic foundation that integrates current trends in educational research for sustainable development.

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