Active Learning Methodologies and Industry 4.0 skills development - A Systematic Review of the Literature

This paper presents the main results of a systematic review of the literature investigating Active Learning Methodologies for teaching the skills required from engineers by Industry 4.0. The products include non-technical skills covered in research in the area and the relationship of the technical knowledge explored in each paper with the pillars of Industry 4.0. Also included are the most frequently methodologies related to this theme and teaching methodologies that complement engineering skills development with the Project-Based Teaching (PBL) approach. A formal protocol was used, applied using manuals and search filters. Exclusion criteria were involved, rejecting all papers associated with at least one exclusion criterion defined in the protocol. After applying the search string, 2513 papers were collected, of which only 18 were allowed without restrictions due to the exclusion requirements. This research allowed us to answer the following research questions: Which active learning methodologies are often used in conjunction with Project-Based Approaches (PBL) to improve the engineering profile in Industry 4.0? What skills are these students developing? How are performance assessments carried out during and after applying these methodologies? What is the relationship between classroom strategies and real-world problem-solving? The main results indicate that most of the mapped works are almost as naturally as the skills associated with computer simulation. However, few studies have explored more than two pillars of Industry 4.0 during classroom activities. Among the non-technical skills, such as those most often cited in teamwork, were communication (written and oral), learning autonomy, and time management. It was also possible to identify three main groups of approaches focused on solving real-world problems. The first group focused on solving real-world problems to improve technical skills (required by the industry or university). The second one focused on solving problems that are part of everyday life and social student interaction. A third group that develops projects to evaluate technical and non-technical skills focused on technology, a tool, or to consider a model.