<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-7467</journal-id>
<journal-title><![CDATA[RIDE. Revista Iberoamericana para la Investigación y el Desarrollo Educativo]]></journal-title>
<abbrev-journal-title><![CDATA[RIDE. Rev. Iberoam. Investig. Desarro. Educ]]></abbrev-journal-title>
<issn>2007-7467</issn>
<publisher>
<publisher-name><![CDATA[Centro de Estudios e Investigaciones para el Desarrollo Docente A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-74672024000200718</article-id>
<article-id pub-id-type="doi">10.23913/ride.v15i29.2062</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Industria 4.0 e innovación educativa: antecedentes y tendencias futuras de las competencias tecnológicas]]></article-title>
<article-title xml:lang="en"><![CDATA[Industry 4.0 and educational innovation: background and future trends of technological skills]]></article-title>
<article-title xml:lang="pt"><![CDATA[Indústria 4.0 e inovação educacional: antecedentes e tendências futuras das competências tecnológicas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alvarez-Aros]]></surname>
<given-names><![CDATA[Erick Leobardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castillo-Martínez]]></surname>
<given-names><![CDATA[Jessica Aracely]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Moreno Castellanos]]></surname>
<given-names><![CDATA[Marco Antonio]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Colegio de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Benemérita Universidad Autónoma de Puebla Facultad de Filosofía y Letras ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Colegio de Tamaulipas  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>México</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>29</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-74672024000200718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-74672024000200718&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-74672024000200718&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Los avances tecnológicos de las nuevas revoluciones industriales están cada vez más presentes en diferentes áreas de la ciencia, y la educación no es la excepción. Por otro lado, las competencias tecnológicas tienden a especializarse más, con la relevancia de las habilidades blandas y duras en los próximos escenarios futuros. Además, la tecnología y las innovaciones ha avanzado aceleradamente en diferentes sectores y contextos, como por ejemplo el sector industrial o inclusive el sector educativo. Sin embargo, no existe un panorama claro en cuales nuevas tecnologías emergentes y competencias tecnológicas impactaran el sector educativo. Por lo tanto, este trabajo tuvo como propósito estudiar la influencia de las competencias tecnológicas y las tecnologías emergentes de la industria 4.0 en la transformación de la innovación educativa en el desarrollo de la educación 4.0 mediante una bibliometría y una revisión sistémica de literatura. Los resultados muestran a las tecnologías emergentes más estudiadas, como el internet de las cosas, la robótica, la realidad virtual, la automatización, la digitalización y la inteligencia artificial, entre varias. Otro hallazgo es que la tendencia de las competencias tecnológicas está orientada a la educación de la ingeniería, el aprendizaje electrónico, la innovación, la educación computacional, el desarrollo sustentable y los sistemas de aprendizaje entre otros. Se concluye que la cuarta revolución industrial aún está desarrollándose, pero este trabajo sirve de guía para encaminar los esfuerzos de la educación hacia los caminos fructíferos de las tecnologías habilitadoras y las competencias a desarrollar en los individuos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  The technological advances of the new industrial revolutions are increasingly present in different areas of science, and education is no exception. On the other hand, technological skills tend to become more specialized, with the relevance of soft and hard skills in upcoming future scenarios. Furthermore, technology and innovations have advanced rapidly in different sectors and contexts, such as the industrial sector or even the educational sector. However, there is no clear outlook on which new emerging technologies and technological competencies will impact the education sector. Therefore, the purpose of this work was to study the influence of technological competencies and emerging technologies of industry 4.0 on the transformation of educational innovation in the development of education 4.0 through bibliometrics and a systemic literature review. The results show the most studied emerging technologies, such as the internet of things, robotics, virtual reality, automation, digitalization and artificial intelligence, among others. Another finding is that the trend of technological competencies is oriented towards engineering education, e-learning, innovation, computer education, sustainable development and learning systems, among others. It is concluded that the fourth industrial revolution is still developing, but this work serves as a guide to direct educational efforts towards the fruitful paths of enabling technologies and the skills to be developed in individuals.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Os avanços tecnológicos das novas revoluções industriais estão cada vez mais presentes em diversas áreas da ciência, e a educação não é exceção. Por outro lado, as competências tecnológicas tendem a tornar-se mais especializadas, com a relevância das soft e hard skills nos próximos cenários futuros. Além disso, a tecnologia e as inovações avançaram rapidamente em diferentes sectores e contextos, como o sector industrial ou mesmo o sector educacional. No entanto, não existe uma perspectiva clara sobre quais as novas tecnologias emergentes e competências tecnológicas que terão impacto no sector da educação. Portanto, o objetivo deste trabalho foi estudar a influência das competências tecnológicas e das tecnologias emergentes da indústria 4.0 na transformação da inovação educacional no desenvolvimento da educação 4.0 por meio da bibliometria e de uma revisão sistêmica da literatura. Os resultados mostram as tecnologias emergentes mais estudadas, como internet das coisas, robótica, realidade virtual, automação, digitalização e inteligência artificial, entre várias. Outra constatação é que a tendência das competências tecnológicas está orientada para o ensino de engenharia, e-learning, inovação, ensino de informática, desenvolvimento sustentável e sistemas de aprendizagem, entre outros. Conclui-se que a quarta revolução industrial ainda está em desenvolvimento, mas este trabalho serve como um guia para direcionar os esforços educacionais para os caminhos frutíferos das tecnologias facilitadoras e das competências a serem desenvolvidas nos indivíduos.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[penta-hélice]]></kwd>
<kwd lng="es"><![CDATA[industria 5.0]]></kwd>
<kwd lng="es"><![CDATA[ingeniero]]></kwd>
<kwd lng="es"><![CDATA[sociedad 4.0]]></kwd>
<kwd lng="es"><![CDATA[habilidades duras]]></kwd>
<kwd lng="es"><![CDATA[habilidades blandas]]></kwd>
<kwd lng="en"><![CDATA[penta-helix]]></kwd>
<kwd lng="en"><![CDATA[industry 5.0]]></kwd>
<kwd lng="en"><![CDATA[engineer]]></kwd>
<kwd lng="en"><![CDATA[society 4.0]]></kwd>
<kwd lng="en"><![CDATA[hard skills]]></kwd>
<kwd lng="en"><![CDATA[soft skills]]></kwd>
<kwd lng="pt"><![CDATA[penta-hélice]]></kwd>
<kwd lng="pt"><![CDATA[indústria 5.0]]></kwd>
<kwd lng="pt"><![CDATA[engenheiro]]></kwd>
<kwd lng="pt"><![CDATA[sociedade 4.0]]></kwd>
<kwd lng="pt"><![CDATA[hard skills]]></kwd>
<kwd lng="pt"><![CDATA[soft skills]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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