Journal of Cleaner Production 437 (2024) 140527

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Journal of Cleaner Production

journal homepage: www.elsevier.com/locate/jclepro

Navigating the confluence of artificial intelligence and education for

sustainable development in the era of industry 4.0: Challenges,
opportunities, and ethical dimensions
Ammar Abulibdeh a, *, Esmat Zaidan b, Rawan Abulibdeh c
a
Applied Geography and GIS Program, Department of Humanities, College of Arts and Sciences, Qatar University, P.O. Box: 2713, Doha, Qatar
b
College of Public Policy, Hamad Bin Khalifa University (HBKU), Qatar
c
Department of Electrical and Computer Engineering, University of Toronto, Toronto, Ontario, Canada

A R T I C L E I N F O A B S T R A C T

Handling Editor: Xin Tong The emergence of Industry 4.0 marks a transformative era for businesses and industries, characterized by
advanced technologies like automation, Internet of Things (IoT), artificial intelligence (AI), smart factories, and
Keywords: cyber-physical systems. This revolution promises significant advantages, including enhanced productivity, sus­
Industry 4.0 tainable progress, and heightened resilience. However, the integration of Industry 4.0 is challenged by the need
Education for sustainable development
for a skilled workforce with expertise in areas such as information technology and data analytics. Higher edu­
Artificial intelligence
cation institutions (HEIs) play a vital role in equipping future professionals with these skills, necessitating cur­
ChatGPT
Blooms taxonomy riculum updates and infrastructure enhancements. Simultaneously, the importance of education for sustainable
development (ESD) has been underscored by global initiatives like the Sustainable Development Goals (SDGs).
ESD instills a sense of responsibility for economic, ecological, and equitable well-being. As digital technologies
blur the lines between industries, education faces the challenge of adapting to evolving demands. The integration
of AI tools in education has emerged as a catalyst for reshaping learning experiences, fostering innovation, and
preparing individuals for the digital age. AI chatbots such as ChatGPT have garnered widespread attention and
possess the potential to revolutionize various aspects of education. However, their integration raises ethical
concerns, necessitates curriculum redesign, requires strategies for continuous learning, and demands alignment
with industry standards. While the potential of AI integration in education is promising, there is a notable gap in
the existing literature when it comes to exploring the ethical implications, the influence of AI on ESD, the impact
on the structure of Blooms Taxonomy, collaboration between academia and industry, strategies for continuous
learning, and the effective integration of AI tools for personalized learning. This paper aims to critically examine
the integration of AI tools, with a specific emphasis on ChatGPT, in education within the context of ESD. It delves
into the transformative potential, ethical considerations, imperatives for continuous learning, and the role of
industry partnerships. By providing insights and strategies, this paper contributes to the ongoing discussion
about the evolving nature of education in a technologically driven world, equipping academic institutions to
navigate the complexities and opportunities associated with AI integration in education more effectively.

1. Introduction manufacturing, big data, and cyber-physical systems, among others

(Brahma et al., 2021; Fuertes et al., 2021; Hammad Mian et al., 2020;
The advent of the fourth industrial revolution (Industry 4.0) has Jan et al., 2023), this industrial revolution heralds manifold advantages.
induced a profound metamorphosis in the operational and evolutionary These technologies delineate the analogous attributes inherent to the
dynamics of businesses and industrial activities. Characterized by an Industry 4.0 epoch. Furthermore, the incorporation of these attributes
array of state-of-the-art technologies including automation, system holds the potential for expediting enterprise expansion, heightened
integration, decentralization, the Internet of Things (IoT), Artificial In­ productivity, enhanced process management and orchestration, sus­
telligence (AI), smart factories, simulation, data analytics, cloud tainable progress, augmented resilience, and other notable outcomes.

* Corresponding author.
E-mail address: [email protected] (A. Abulibdeh).

https://doi.org/10.1016/j.jclepro.2023.140527
Received 13 September 2023; Received in revised form 22 November 2023; Accepted 30 December 2023
Available online 4 January 2024
0959-6526/© 2024 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
A. Abulibdeh et al. Journal of Cleaner Production 437 (2024) 140527

The transition from Industry 3.0 to Industry 4.0 is intrinsically geared both scientific and societal domains (van Dis et al., 2023). Its swift
towards achieving digitalization, wherein a virtual domain is engen­ embrace and comprehensive exploration within the broader population
dered by the seamless integration of digital, physical, and biological have instigated an array of extensive dialogues concerning its suitable
systems (Aoun et al., 2021; Caiado et al., 2021; Pascoal-Faria et al., and optimal assimilation across diverse domains. ChatGPT represents
2023). the inaugural instance of a substantial large language model (LLM) to
The realization and integration of Industry 4.0 are subject to limi­ attain widespread recognition among the general populace. LLMs have
tations arising from the demand for individualized proficiencies and showcased notable proficiency (and at times limitations) in generating
expertise within the workforce (Aoun et al., 2021). This necessitates the text in response to prompts. Certain LLMs, such as Elicit and Med-PaLM,
cultivation of adaptive and analytical thinking capabilities, particularly and Tiangong AI, Kaiwu, possess the capacity to scour existing literature
focused on domains such as information technology and data analytics. and propose specific inquiries or insights pertaining to a given topic or
Higher education institutions (HEIs) stand as pivotal entities in equip­ question by harnessing available knowledge (Biswas, 2023; Fuchs,
ping the forthcoming workforce with these proficiencies (Leow et al., 2023). The latest iteration, GPT-4, has also acquired the capability to
2023; Musariwa and Tinonetsana, 2023). Societies are consequently assimilate information from images, thereby amplifying the potential
compelled to contemporize their educational curricula, infrastructural applications of LLMs, particularly within education, healthcare, and
resources, and facilities, aligning them with the evolving landscape of research domains where visual depictions are pivotal for fostering
Industry 4.0. This endeavor embodies both prospects and complexities comprehension or augmenting insights (Agathokleous et al., 2023).
as Industry 4.0 unfolds its transformative potential (Amaral and Peças, However, as these tools become more prevalent in educational settings,
2021). Certainly, a myriad of constituent elements necessitates a judi­ critical considerations surrounding ethics, curriculum design, contin­
cious evaluation for the purpose of orchestrating this transformative uous learning, and industry alignment come to the forefront.
process strategically. Undoubtedly, this inquiry underscores the signif­ The integration of AI tools into education within the context of In­
icance of hands-on proficiency and the integration of digital technolo­ dustry 4.0 has been receiving growing attention, primarily because of its
gies within the university domain. This integration serves to equip capacity to redefine traditional educational paradigms (Mourtzis et al.,
emerging talents with essential aptitudes and a competitive edge 2022; Schiele et al., 2022). However, upon a critical review of the
tailored for Industry 4.0. existing literature, several significant gaps emerge, highlighting the
The United Nations Conference on Environment and Development, need for in-depth exploration and analysis. For instance, while AI inte­
convened in Rio de Janeiro in 1992, underscored the paramount sig­ gration in education holds immense promise, there is a lack of
nificance of higher education and pedagogy in effectuating the tenets of comprehensive exploration of the ethical implications surrounding its
sustainability enshrined in the Sustainable Development Goals (SDGs). adoption (Rodríguez-Amigo et al., 2022). The existing literature pre­
This sentiment was further accentuated when the UN designated the dominantly concentrates on the technical and pedagogical aspects, often
span from 2005 to 2014 as the Decade of Education for Sustainable overlooking the influence of AI on ESD. This includes ethical dimensions
Development (ESD) (Piroșcă et al., 2020). The nomenclatures “sustain­ linked to AI-generated content, students’ critical thinking, teacher and
able education,” “education for sustainable development,” and “educa­ student competencies, data privacy concerns, and potential biases.
tion for sustainability” encapsulate the learning process wherein Furthermore, despite the acknowledged importance of aligning educa­
deliberations revolve around the enduring well-being of economic, tion with the evolving demands of Industry 4.0, the research on how
ecological, and equitable facets of communities (Lukman and Glavič, academic institutions can effectively collaborate with industries to
2007; Neamţu et al., 2020; Șerban et al., 2020). ESD has emerged as a bridge the education-industry divide remains limited. The available
nascent yet dynamic paradigm, furnishing a comprehensive framework literature lacks comprehensive insights into successful collaboration
for instilling a sense of responsibility across citizens of all age strata, models and the verification of their impact on preparing students for the
encouraging proactive participation in the shaping of a sustainable digital age. Additionally, the rapidly changing technological landscape
future consonant with SDGs (Neamţu et al., 2020). This form of edu­ of Industry 4.0 necessitates a continuous learning mindset. However,
cation assumes critical relevance in operationalizing the principles of there is a gap in the literature when it comes to effective strategies for
sustainable development (SD), furnishing participants with the acumen implementing continuous learning within educational institutions.
to make well-informed choices, cognizant of their profound influence Many studies discuss the importance of lifelong learning without
and consequential obligations in steering future societal progress. providing practical approaches for integrating it into curricula and
Concomitantly, education imbued with the principles of SD impels teaching methodologies. Lastly, while some studies acknowledge the
participants to act judiciously, ensuring environmental robustness, potential of AI in transforming pedagogical practices, there is a lack of
economic viability, and the creation of a secure milieu for current and comprehensive research on how AI-powered tools can be effectively
succeeding generations. integrated into the classroom to enhance personalized learning experi­
As digital technologies seamlessly blend with physical systems and ences. The existing literature often lacks in-depth analysis of AI’s impact
redefine the boundaries of industries, the landscape of education finds on pedagogy beyond surface-level discussions.
itself at a crossroads. Traditional educational paradigms are being This paper aims to provide a comprehensive and critical analysis of
challenged by the imperative to adapt and evolve in the face of rapidly the integration of AI tools in education within the context of ESD. By
changing demands and opportunities (Sok and Heng, 2023). In this illuminating the potential for transformation, addressing ethical con­
dynamic context, the integration of AI tools into education has emerged cerns, emphasizing the need for continuous learning, and highlighting
as a key catalyst for reshaping learning experiences, fostering innova­ the significance of industry partnerships, this paper enriches the
tion, and preparing individuals for the complexities of the digital age ongoing conversation about the evolving landscape of education in an
(Wölfel and Taecharungroj, 2023). The intersection of AI and education interconnected and technologically driven world. Through an in-depth
presents a paradigm shift that holds promises and complexities alike. AI exploration of research findings, this paper intends to empower aca­
tools, such as ChatGPT and other advanced language models, have demic institutions with the insights and strategies essential for effec­
demonstrated their potential to revolutionize various aspects of educa­ tively navigating the complexities and opportunities arising from the
tion – from content creation and personalization to interactive engage­ integration of AI in education.
ment and beyond (Baidoo-Anu and Owusu Ansah, 2023).
ChatGPT, an AI chatbot employing natural language processing for 2. Methodology
responding to queries, has rapidly garnered significant attention within
contemporary culture (Day, 2023; Rudolph and Tan, 2023; Thorp, A scoping review focusing on the integration of AI tools in education,
2023). This emergence has engendered substantial ramifications across within the context of ESD, was conducted as the primary method for this

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A. Abulibdeh et al. Journal of Cleaner Production 437 (2024) 140527

study. This approach provided a comprehensive overview of the existing the searches. These included combinations of terms related to Industry
literature at the intersection of AI and ESD in the era of Industry 4.0. 4.0, education, and AI, as illustrated in Fig. 1. Additional keywords were
Unlike systematic reviews, which concentrate on a specific research derived from the abstracts of previously included articles. The initial
question, scoping reviews adopt a broader scope (Peters et al., 2015; search yielded 384 studies, from which 57 duplicates were removed.
Pham et al., 2014). They aim to map out the key concepts underlying a However, this search uncovered a limited number of relevant articles,
research area, as well as the main sources and types of evidence avail­ reflecting the novelty of this topic in the context of recent advancements
able. Additionally, scoping reviews are instrumental in identifying gaps in AI and the limited studies indexed by databases such as Scopus and
in the literature (Thomas et al., 2019). These methods seek to provide a Web of Science. Consequently, a snowball technique was employed to
comprehensive overview of the evidence, rather than a quantitative or identify additional studies. We also manually searched other resources,
qualitative synthesis of data. This makes scoping reviews particularly including IEEE Xplore, to find further relevant articles.
suitable for topics that are emerging or not yet fully established.
2.2. Study selection
2.1. Search strategy
The inclusion criteria for this review were as follows: (a) original
References for this review were identified through searches in Web of research articles; (b) published within the last 20 years (2003–2023); (c)
Science, Scopus, and Google Scholar. The inclusion and exclusion pro­ published in English; and (d) alignment with the conceptual framework
cess adhered to the standards set by the PRISMA extension for scoping of this study. The exclusion criteria were: (a) articles not published in
reviews (Tricco et al., 2018). Relevant articles were initially identified English; (b) commentaries or editorials; and (c) other review articles. All
by reading their titles and abstracts, with a subsequent in-depth review papers underwent a two-stage verification process by two independent
of the full papers. Keywords and controlled vocabulary terms, estab­ reviewers to be included in this study, starting with screening the title
lished through literature searches and domain expertise, were used in and abstract, followed by a full-text review. Any disagreements

Fig. 1. Flowchart of literature search for scoping review on the intersection of AI and ESD in the era of industry 4.0.

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A. Abulibdeh et al. Journal of Cleaner Production 437 (2024) 140527

regarding study selection were resolved through consensus and discus­ 2.3. Methodological framework
sion with a third reviewer. Covidence, a web-based software platform
for screening and data extraction, facilitated the conduct of this litera­ Studying the impact of AI on ESD is a multifaceted undertaking,
ture review. The final selection comprised 134 peer-reviewed articles, demanding a comprehensive framework that encompasses various di­
including contributions from different journals, conference proceedings, mensions of the subject. To conduct this research effectively, it is crucial
book chapters, and institutional reports that met our eligibility criteria. to follow a structured approach. The suggested framework (see Fig. 2)
Most of the reviewed articles were published in the last three years, consists of verity of interconnected steps, beginning with the definition
indicating a recent surge in research. Future advancements in AI within of key concepts and objectives. These encompass understanding the
the education sector may pave the way for a more comprehensive sys­ principles of ESD, exploring the role of AI in education, and the role of
tematic review of the literature. HEIs. A literature review was conducted to identify existing knowledge

Fig. 2. Framework of the study.

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A. Abulibdeh et al. Journal of Cleaner Production 437 (2024) 140527

and research gaps. The subsequent steps delve into AI technologies and meaningfully to Industry 4.0 sectors (Baena-Morales and Fröberg, 2023;
their potential, challenges, and risks in education, examining their Hensley, 2020). For example, Baena-Morales and Fröberg (2023)
impact on teaching and learning, curriculum development, data privacy, emphasize the importance of a learning environment that encourages
and student outcomes. The framework extends further to address exploration, reflection, and environmental problem solving. They sug­
different approaches to align ESD with AI including institutional and gest that university students have the capacity to analyze and under­
policy implications, ethical considerations, and the bridging the stand more advanced and complex concepts, and that sustainability can
education-industry divide in the Era of Industry 4.0. Ultimately, the be taught in relation to their area of study, fostering the development of
research culminates in results and discussion sections, and concluding specific and professionally applicable skills.
with the summarization of key findings and their significance for the Furthermore, Industry 4.0 emphasizes data-driven decision-making
field. This structured approach ensures a thorough investigation of AI’s and the utilization of advanced technologies. SD principles underscore
role in advancing ESD, encompassing technological, educational, the responsible use of resources and ethical considerations, which are
ethical, and policy perspectives. critical components in the ethical and sustainable implementation of
Industry 4.0 technologies (Ching et al., 2022; Verma et al., 2022). HEIs
3. Results that integrate sustainability into their programs can instill an ethical
mindset among students, ensuring that they apply emerging technolo­
3.1. Reimagining education for sustainability in the era of industry 4.0: gies with a focus on long-term environmental and societal impacts
nurturing innovators for a sustainable and technologically advanced future (Tasdemir and Gazo, 2020). Gupta et al. (2021) discuss the principle of
Industry 4.0, which involves the real-time exchange of data and flexible
ESD revolves around the establishment of an institutional manufacturing systems. They argue that this principle can contribute to
“ecosystem,” meticulously crafted to furnish swift and efficient support sustainability by improving environmental quality and promoting
services capable of promptly addressing the exigencies of students and innovative business initiatives that align with environmental, societal,
employers pertaining to the application of sustainability principles and economic goals. Lastly, Industry 4.0 thrives on collaboration and
across diverse domains and activities (Baker-Shelley et al., 2017; Paletta interconnectedness. ESD often emphasizes interdisciplinary teamwork
et al., 2019; Staniškis and Katiliute, 2016). The challenge in executing and engagement with stakeholders from various sectors. By fostering
ESD resides in cultivating a pedagogical and didactic framework that collaboration and a systems-thinking approach, HEIs can prepare stu­
accommodates this specific form of student training and the impartation dents to work effectively in the interconnected web of Industry 4.0,
of pertinent competencies (Disterheft et al., 2015). To this end, uni­ where collaboration between industries, academia, and society is key to
versities are compelled to reevaluate their academic curricula, aligning addressing complex challenges (Bildirici and Ersin, 2023; Khan et al.,
them more adeptly with the requisites of the labor market while 2023). For example, Khan et al. (2023) evaluate the implications of
remaining attuned to the training requisites articulated by employers Industry 4.0 innovations from a SD perspective, underscoring the
(Plaias et al., 2011). This entails the integration of elements that facil­ importance of integrating sustainability and SD paradigms into Industry
itate both the enduring solidification of taught material (Jora et al., 4.0. In this way, a holistic approach to ESD not only aligns with Industry
2020) and the dissemination of public consciousness regarding the 4.0 but also equips students with the skills and mindset to thrive in this
notion of SD, its manifold dimensions, and core tenets, fostering a era of technological transformation.
mindset favorable to the concept.
Equally imperative is the comprehensive instruction of academic 3.2. Potentials, challenges, and risks of aligning ESD with AI tools to meet
personnel concerning a precise comprehension of ESD and the adept the demands of industry 4.0
transference of its tenets into instructional subjects (García-González
et al., 2020), with a particular emphasis on its seamless incorporation In the rapidly evolving landscape of Industry 4.0, the alignment of
within the educational curricula (Jora et al., 2020). The cultivation of a ESD with AI tools has become imperative. This alignment serves as a
mindset predisposed toward embracing the construct of SD will not only bridge between traditional curricula and the dynamic demands of
bestow students with an enhanced apprehension of the sustainability modern industries. However, it presents significant formidable chal­
paradigm and its practical applications, but also foster a sense of con­ lenges and risks. On the one hand, the integration of AI-powered tech­
scientious development, capacitating them to emerge as veritable nologies into educational frameworks has the potential to revolutionize
champions of sustainable transformation in both their individual and the way students are prepared for a sustainable future in a rapidly
professional realms (Mulà et al., 2017; Piroșcă et al., 2020). This ethos evolving industrial landscape. AI can provide personalized learning
would further empower students to make judicious decisions and experiences, real-time data analysis, and data-driven insights into in­
actively partake in tangible initiatives within the overarching backdrop dustry trends and sustainability challenges. This can lead to more rele­
of societal, economic, and environmental challenges (Annan-Diab and vant and effective educational programs that equip students with the
Molinari, 2017; Casarejos et al., 2017). skills and knowledge needed to tackle the complex problems of sus­
Reimagining ESD is a pressing need as societies navigates the era of tainability within the context of Industry 4.0. However, on the other
Industry 4.0. In this transformative industrial era, HEIs need to adapt to hand, there are substantial challenges and risks to navigate, including
align with the demands of the rapidly evolving job market and the issues related to access, bias, privacy, overreliance, and resistance to
imperative for sustainable practices (AlMalki and Durugbo, 2023; change. Striking the right balance between harnessing the potentials of
Hammad Mian et al., 2020). A holistic approach to integrating sus­ AI for SD and addressing these challenges is essential to ensure that AI-
tainability principles in higher education can be a powerful catalyst for enhanced education effectively prepares students for the demands of
preparing students to thrive in the Industry 4.0 landscape. Industry 4.0 while promoting ethical, inclusive, and equitable education
The Industry 4.0 era emphasizes the importance of innovation and for a more sustainable future.
adaptability. ESD fosters critical thinking, problem-solving, and a ho­
listic understanding of complex global challenges, all of which are 3.2.1. Unlocking the potential of AI in aligning ESD with industry 4.0
essential skills in the digital age (Kalsoom and Khanam, 2017). By The integration of ESD with AI tools in HEIs can potentially revo­
infusing sustainability principles throughout the curriculum, students lutionize the way we approach education in the era of Industry 4.0. This
are encouraged to think creatively and develop solutions that not only alignment enables HEIs to offer more relevant and up-to-date curricula
address environmental and social issues but also align with the needs of and enhance the delivery of ESD content by providing personalized and
technologically advanced industries. This alignment ensures that grad­ adaptive learning experiences (Grimus, 2020). AI tools can aid in
uates possess the interdisciplinary skills required to contribute analyzing industry trends, job market demands, and sustainability

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challenges in real time, providing invaluable insights to educators delivery, ultimately benefiting both students and educators.
(Dwivedi et al., 2021). With this information, institutions can adapt and
tailor their programs to ensure that graduates possess the latest skills 3.2.2. The challenges of integrating AI into ESD for industry 4.0
and knowledge demanded by rapidly evolving industries (Dlouhá et al., However, there are several significant challenges associated with
2017). This approach can lead to more extensive changes in teaching aligning ESD with AI tools in the context of Industry 4.0. One of the
and learning processes, fostering innovation in university curricula. This foremost challenges is the digital divide (Lambrechts et al., 2013). Not
dynamic responsiveness not only enhances the quality of education but all students have equal access to technology and the internet, which can
also helps students graduate with a competitive edge, ready to exacerbate educational inequalities. Overreliance on AI tools can inad­
contribute meaningfully to the ever-changing job market. vertently exclude students who lack access to these resources, creating
The use of AI tools can facilitate the transdisciplinary character of disparities in learning opportunities (Dinca et al., 2007; Stephens et al.,
ESD initiatives (Kubisch et al., 2020). Sustainability challenges often 2008). Bridging the digital divide and ensuring equitable access to
require multifaceted solutions that involve input from various disci­ AI-driven education is a critical challenge that educational institutions
plines. By fostering cooperation between actors and entities within and and policymakers must address. Another challenge is the potential for AI
outside academia, AI can help in creating a more holistic and integrated bias and ethical concerns (Klimova et al., 2016). AI algorithms can
approach to ESD (Beynaghi et al., 2016; Fekih Zguir et al., 2021). This inherit biases from the data they are trained on, leading to unfair and
can lead to the development of critical and reflective professionals who discriminatory outcomes. In the context of ESD, biased AI tools could
not only possess the appropriate knowledge in their discipline but also provide skewed recommendations for sustainability initiatives or
understand how their actions can contribute to the construction of more perpetuate existing inequalities related to environmental justice (Walter
sustainable societies (Sammalisto et al., 2015; Sánchez-Carracedo et al., Leal Filho et al., 2021). Safeguarding against AI bias and ensuring
2021). Aligning education with AI tools to meet the demands of Industry ethical AI development and deployment in education are paramount to
4.0 requires a comprehensive approach that includes curriculum maintaining fairness and inclusivity. The rapid pace of technological
development, pedagogical strategies, collaboration with industry part­ change poses a challenge. Industry 4.0 is characterized by constant
ners, and the integration of emerging technologies (Brahma et al., innovation, making it difficult for educational institutions to keep their
2021). By adopting these approaches, educational institutions can pre­ curricula and AI tools up to date (Dlouhá et al., 2017). This is particu­
pare students to thrive in the era of technological transformation and larly true for ESD, which requires a holistic and integrated approach to
contribute meaningfully to Industry 4.0 sectors. education (Fekih Zguir et al., 2021; Sánchez-Carracedo et al., 2021).
Another significant potential is the enhancement of skills relevant to Outdated content and tools can quickly become obsolete, leaving
Industry 4.0. AI can assist in identifying emerging job roles and skill graduates ill-prepared for the evolving sustainability challenges of the
requirements within various industries (Dlouhá et al., 2017; Fekih Zguir Industry 4.0 era (Sammalisto et al., 2015). Continuous professional
et al., 2021). By constantly analyzing industry trends and job market development for educators and agile, adaptive AI systems are essential
data, educational institutions can adapt their curricula to ensure stu­ to address this challenge (Ahmad et al., 2023). Furthermore, there is the
dents are equipped with the most up-to-date skills and competencies challenge of resistance to change within educational institutions.
(Mourtzis et al., 2022). This proactive approach not only benefits stu­ Implementing AI-driven ESD requires significant changes in curriculum
dents but also strengthens the connection between academia and in­ design, teaching methods, and institutional practices (Sharma et al.,
dustry, fostering greater collaboration and relevance. As AI tools 2022). Resistance from educators, administrators, and other stake­
facilitate the development of skills like data analysis, problem-solving, holders can impede the adoption of these innovative approaches.
and digital literacy, students become better prepared to navigate the Overcoming this resistance and fostering a culture of innovation and
technological advancements of Industry 4.0 and contribute meaning­ adaptability within educational institutions is crucial to harnessing the
fully to their chosen fields (Kar et al., 2022). Furthermore, the potential full potential of AI for SD in Industry 4.0.
for lifelong learning is expanded through AI-powered education. In­
dustry 4.0 is characterized by continuous technological advancements, 3.2.3. The risks of integrating AI into ESD for industry 4.0
requiring professionals to adapt and acquire new skills throughout their Privacy and data security issues are significant risks when inte­
careers. AI-driven educational platforms can offer flexible and accessible grating AI into ESD for Industry 4.0 (DIlmaghani et al., 2019; Kar et al.,
learning opportunities, enabling individuals to upskill and reskill as 2022; Li and Zhang, 2017). AI tools in education often collect and
needed. Whether through online courses, micro-credentials, or person­ analyze sensitive student data. Mishandling or data breaches can have
alized learning pathways, AI-supported education can empower in­ severe consequences, including violations of student privacy and ethical
dividuals to stay competitive in the evolving job market, fostering a concerns. Educational institutions should implement robust data pro­
culture of lifelong learning that is essential in Industry 4.0. tection measures, adhere to data privacy regulations, and educate stu­
AI can play an important role in connecting students from diverse dents about their data rights to safeguard against these risks.
academic backgrounds, encouraging collaboration on projects that Furthermore, there is the risk of overreliance on AI tools (Buçinca et al.,
address real-world sustainability issues. This approach equips students 2021; Gaube et al., 2021). While AI can enhance education, it should not
with crucial teamwork, problem-solving, and communication skills, replace the critical role of educators in guiding and mentoring students.
making them well-prepared for the collaborative nature of work in In­ Excessive automation and depersonalization of education can lead to a
dustry 4.0 (Kar et al., 2022). The potential for HEIs to foster a multi­ loss of the human touch and critical thinking skills (Tokayev, 2023).
disciplinary approach through AI-driven ESD not only enhances Striking the right balance between AI-driven learning and human
students’ learning experiences but also equips them with the skills interaction is essential to ensure a holistic and effective educational
needed to navigate the complex, interconnected challenges of the experience that prepares students for the challenges and opportunities of
modern workforce (Klimova et al., 2016; Walter Leal Filho et al., 2021). Industry 4.0 and SD. There is also the risk of reducing sustainability to a
The integration of AI tools in ESD fosters personalized learning experi­ technical exercise. AI tools can provide data-driven solutions to sus­
ences. Each student has unique learning styles, preferences, and tainability challenges, but they should not overshadow the importance
strengths. AI algorithms can analyze individual data to create custom­ of social, cultural, and ethical dimensions of sustainability (Del Río
ized learning pathways, adjusting content and pace accordingly (Walter Castro et al., 2021). The risk lies in focusing solely on the technical as­
Leal Filho et al., 2021). This personalized approach enhances student pects of sustainability and neglecting the broader context and human
engagement and comprehension, catering to their specific needs and values that underpin SD. Another risk is the potential for AI-driven ed­
ensuring a more effective learning process. By harnessing AI’s potential ucation to become overly standardized (Bibri et al., 2024). While
for personalization, HEIs can maximize the efficiency of education personalization is a significant benefit, there is a risk that AI tools may

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push education toward a one-size-fits-all approach if not carefully communities, and the facilitation of joint-teaching sessions involving
managed. Customization should not result in a loss of diversity in both domain specialists and instructional personnel (Stanca et al.,
educational approaches and perspectives, as diversity is essential for 2022). These approaches not only foster the co-creation of knowledge
holistic education. but also expedite the assimilation of entrepreneurial competencies
within students. Collaborative knowledge generation at the intersection
3.3. Approaches to aligning ESD with AI tools to meet the demands of of academia and the business environment yields an educational product
industry 4.0 that seamlessly integrates into students’ learning and practical experi­
ence (Han, 2020; Stanca et al., 2022). Pigozzi (2007) posited that
In today’s rapidly evolving world, the integration of technology and contemporary educational paradigms should align with the requisites of
sustainability has become paramount. Simultaneously, the imperative the contemporary global landscape, encompassing not only cognitive
for SD has grown more pressing than ever as societies grapple with aspects but also embracing social and additional dimensions of learning.
complex challenges such as climate change, resource scarcity, and social Laurie et al. (2016) expounded upon the notion that an
equity. To address these multifaceted issues and prepare the workforce all-encompassing strategy fosters a more expansive acquisition of
for Industry 4.0, it is crucial to align ESD with the capabilities of AI. This knowledge, resulting in the attainment of curriculum objectives.
convergence presents transformative potential, enabling educational Furthermore, they emphasized the indispensability of comprehensive
institutions to equip students with the knowledge, skills, and mindset teacher development, essential for upholding educational excellence,
needed to thrive in a world where sustainability and technology are executing ESD policies, and facilitating multidimensional student
deeply intertwined. This section highlights different approaches that can learning. Ambusaidi and Al Washahi (2016) underscore the paramount
be considered to align ESD with AI tools to meet the demands of Industry significance of education in the attainment of SD, underscoring the
4.0. imperative of a holistic reconfiguration of attitudes and behaviors across
diverse domains, a feat feasible only through education’s proactive
3.3.1. HEIs in the industry 4.0 era: sustainable education, AI integration, involvement in the cultivation of individual and societal dispositions
and societal transformation and behaviors.
Throughout history, HEIs have fulfilled a pivotal role in societal The role of HEIs in harnessing AI tools for learning is pivotal in
transformation, being responsible for the education of decision-makers, shaping the future of education. These institutions serve as both custo­
leaders, entrepreneurs, and scholars (Cortese, 2003; Elton, 2003; Loz­ dians of knowledge and pioneers of innovation, making them uniquely
ano, 2006; Lozano et al., 2013), and advocating for the greater public positioned to leverage AI’s transformative potential. However, these
welfare (Mulder, 2010; Waas et al., 2010). HEIs assume a pivotal role in institutions must address ethical considerations and guide students in
cultivating a pro-sustainability mindset by seamlessly integrating using AI tools, such as ChatGPT responsibly, ensuring that this AI-driven
pedagogy, institutional operations, and research endeavors in symbiotic tool augments, rather than replaces, critical thinking and problem-
synergy with external communities (Hugé et al., 2016; Kemper et al., solving skills.
2020). The existing literature underscores that a sustainable university’s The global higher education sector is characterized by a diverse
foundation rests upon the synergistic interplay of three primary vectors: range of contextual complexities and nuances, shaped by various factors
the internal facet, concentrating on the university campus and its con­ like cultural, economic, political, and technological influences (Shah­
stituents; the external dimension, directed at the community and the jahan et al., 2022). HEIs around the world cater to an increasingly
relationships forged with socio-economic collaborators, notably stu­ diverse student population (Gill and Singh, 2020). This diversity brings a
dents, and their cultivation of knowledge, skills, and competencies; and wealth of cultural perspectives but also challenges in ensuring inclu­
the inculcation of sustainability principles into them (Argento et al., sivity and equity. Universities intend to navigate language barriers,
2020; Pocol et al., 2022; Șerban et al., 2020; Valentin and Nagore, cultural differences, and varied educational backgrounds, all while
2014). striving to create an inclusive learning environment (Bovill et al., 2016).
Over the past twenty years, an escalating number of HEIs have un­ The rapid advancement of technology has transformed higher educa­
dertaken endeavors to integrate and institutionalize the principles of SD tion, introducing online learning, digital resources, and AI-driven
into their frameworks. Various HEIs have embarked on this journey with educational tools (Bonfield et al., 2020). However, this shift also high­
the intent to make substantial progress in this domain (Lozano et al., lights the digital divide, as students in less developed regions or from
2013). However, it is noteworthy that, in various aspects, universities disadvantaged backgrounds may lack access to necessary technology
have remained rooted in traditional practices (Elton, 2003), contrib­ and internet connectivity. Furthermore, economic factors greatly influ­
uting to and even hastening unsustainable developmental trajectories ence the accessibility of higher education (Tchamyou, 2020). In some
(Wals, 2008), and resisting transformative shifts. Consequently, the regions, higher education remains a privilege of the affluent, while in
perpetuation of Newtonian and Cartesian paradigms has been observed, others, there are significant efforts to make it more accessible to all
and while these approaches have proven beneficial for societies in socioeconomic groups. Financial challenges, such as tuition fees and the
numerous cases, in others they have fostered a pronounced emphasis on availability of scholarships, grants, and student loans, vary widely be­
the mastery of nature and the industrialization of the planet. This, in tween countries and institutions (Tchamyou, 2020). HEIs are increas­
turn, has resulted in the production of graduates who are ingly operating in a globalized context, with international
over-specialized, mono-disciplinary, and imbalanced in their perspec­ collaborations, student and faculty exchanges, and cross-border research
tives (Cortese, 2003; Lozano et al., 2013). This scenario presents a initiatives (Romani-Dias et al., 2019). This internationalization brings
formidable predicament for HEIs and society alike, particularly in light opportunities for global learning and exposure but also challenges in
of the sluggish pace of change exhibited by entities such as universities. balancing local priorities with global trends and standards. HEIs are
Compared to the educational landscape of the Twentieth Century, increasingly expected to address global challenges such as climate
which predominantly revolved around skill transmission and knowledge change, sustainability, and social justice. Integrating these issues into
consolidation, Twenty-First Century education is distinctly centered on the curriculum and research, while also managing operational sustain­
nurturing creativity, fostering collaborative engagement among stu­ ability, presents complex challenges.
dents within the pedagogical journey, and notably, cultivating “soft Aligning the complexities and nuances of the global higher education
skills” that are pivotal attributes conducive to enriching students’ sector with ESD in the era of Industry 4.0 involves several key consid­
erudition (Burnard, 2006; Sanina et al., 2020). Contemporary higher erations. The diverse factors shaping HEIs reflect the core principles of
education curricula necessitate the integration of pedagogical tools ESD, which emphasize the need to understand and address inter­
based on digital simulations, the establishment of practice-oriented connected global challenges (Cebrián et al., 2021). ESD in Industry 4.0

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should account for these diverse influences, integrating cultural sensi­ focus might divert attention from equally important technical skills or
tivity, economic viability, political awareness, and technological ad­ theoretical knowledge, essential in an increasingly technology-driven
vancements into educational programs. The challenge of catering to a world. Balancing these human-centric skills with technical proficiency
diverse student body aligns with ESD’s goal of promoting inclusive and is crucial, ensuring a well-rounded educational approach that prepares
equitable quality education. In the context of Industry 4.0, this means individuals for both current and future challenges.
not only addressing cultural and linguistic diversity but also equipping Collaborative projects, interactive discussions, and role-playing
students with the skills to navigate a technologically advanced and scenarios can be used to simulate real-world situations where students
interconnected world. Furthermore, the rapid integration of technology should navigate interpersonal dynamics and uncertainties, thereby
in higher education underscores the need for ESD to focus on reducing enhancing their emotional resilience and adaptability (Cebrián et al.,
the digital divide. Ensuring equitable access to digital resources and 2020; Geithner and Menzel, 2016). However, the integration of AI tools
AI-driven educational tools is crucial for preparing all students for the into the curriculum also necessitates a cautious approach. It is impera­
demands of Industry 4.0. The varying economic factors influencing ac­ tive to strike a balance between utilizing AI tools as aids and preserving
cess to higher education highlight the need for ESD to incorporate the integrity of human learning experiences (Gordijn and Have, 2023).
economic sustainability and social equity. Strategies to make higher Overreliance on AI tools can inadvertently diminish students’ critical
education more accessible align with ESD’s commitment to lifelong thinking and problem-solving skills, as well as hinder their ability to
learning opportunities for all. learn from failure and setbacks.
These complexities demonstrate that higher education is not just As Industry 4.0 unfolds with its profound technological advance­
about imparting knowledge; it is a multifaceted sector influenced by a ments, academic institutions must rise to the occasion by reimagining
myriad of social, economic, political, and technological factors. The curriculum design. Holistic curriculum design entails a deliberate fusion
complexities of the higher education sector present both challenges and of technical proficiency with essential human skills. AI tools like
opportunities for aligning with ESD in the era of Industry 4.0. A holistic ChatGPT can play a pivotal role in this transformation, acting as dy­
and adaptive approach is required to navigate these complexities, namic resources that enhance students’ learning journeys by providing
ensuring that education not only imparts knowledge but also fosters SD, real-time insights, fostering interdisciplinary thinking, and facilitating
inclusivity, and responsible citizenship in an increasingly inter­ innovation (Lytras, 2023). However, the curriculum’s success lies in its
connected and technologically advanced world. ability to strike a balance, leveraging AI tools to amplify human po­
tential without overshadowing the development of critical thinking,
3.3.2. Holistic curriculum design for industry 4.0: integrating AI tools and emotional intelligence, and adaptability. In designing a curriculum that
cultivating essential skills reflects the needs of Industry 4.0, academic institutions can equip stu­
As the world transitions into the era of Industry 4.0, the landscape of dents not only with the technical prowess but also the holistic skill set
education is undergoing a seismic shift (Brahma et al., 2021; Mhlanga, required to thrive in the age of automation and innovation.
2023; Mogali, 2023). Traditional paradigms of learning are being
redefined to meet the demands of a rapidly evolving job market. In this 3.3.3. Empowering faculty through training: nurturing educators as AI
transformative context, the role of academic institutions extends beyond guides
imparting technical knowledge; it necessitates a comprehensive over­ Over the past two decades, the significance of education, particularly
haul of curriculum design (Ihsan et al., 2023; Mampane, 2020). The within the context of teachers’ education, in advancing sustainable
integration of AI tools like ChatGPT becomes not only an opportunity lifestyles and SD has captured the attention of numerous scholars and
but also a necessity to prepare students for the multifaceted challenges educators globally (Alvarez-García et al., 2018; Kalsoom et al., 2018;
and opportunities of Industry 4.0. Merritt et al., 2018; Tomas et al., 2015). The efficacy of educators has
In the context of Industry 4.0, the traditional silos of knowledge are consistently been a topic of scholarly discourse, given that students’
no longer sufficient. A holistic curriculum design becomes imperative to learning outcomes and accomplishments are heavily contingent upon
equip students with the multidisciplinary skills needed to thrive in this the effectiveness of their teachers. According to Darling-Hammond
dynamic landscape (Gordijn and Have, 2023). The integration of AI (2017), achieving teacher effectiveness depends on well-structured
tools like ChatGPT offers a gateway to facilitate this integration. These professional development initiatives. Consequently, the preparatory
tools can serve as supplementary resources that enrich students’ training of prospective educators should be oriented toward proficiently
learning experiences by providing real-time information, insights, and integrating ESD and facilitating the holistic development of students.
diverse perspectives from across disciplines (Agathokleous et al., 2023; Faculty empowerment and training are pivotal aspects of success­
Xu et al., 2018). This not only fosters a broader understanding of con­ fully integrating AI tools into education for Industry 4.0 and ESD
cepts but also nurtures curiosity and an interdisciplinary mindset, which (Boeve-de Pauw et al., 2022). Educators play a central role in guiding
are critical for innovation and problem-solving. students through the complex landscape of technological advancements
Courses should be designed to encourage critical thinking and and sustainability challenges (Burbules et al., 2020). To fulfill this role
problem-solving by presenting complex, open-ended challenges that effectively, they must themselves be proficient in AI tools and their
necessitate analytical reasoning (Brahma et al., 2021). AI tools can be applications. Faculty training programs should focus on enhancing ed­
harnessed to provide data and insights that inform these challenges ucators’ AI literacy, ensuring they can navigate and utilize AI tools
(King, 2023), prompting students to apply their technical knowledge in confidently. Furthermore, educators should be empowered to become AI
novel and innovative ways. Similarly, integrating AI tools into creative guides, capable of not only incorporating AI into their teaching meth­
disciplines can provide inspiration, varied perspectives, and opportu­ odologies but also guiding students on responsible and ethical AI use.
nities for experimentation, fostering a culture of innovation (Mhlanga, Empowering faculty with the necessary knowledge and skills to harness
2023; Mogali, 2023). Prioritizing the development of emotional intel­ AI for educational purposes is essential for equipping the next genera­
ligence and adaptability in the curriculum is essential, as these intrin­ tion with the capabilities needed to thrive in Industry 4.0 while pro­
sically human skills are irreplaceable by AI and critical in the modern moting sustainability and ethical considerations.
workforce. Emotional intelligence, which encompasses empathy, Pedagogical training contributes to the professional advancement of
self-awareness, and emotional management, is vital for effective the teaching profession, amplifies student learning and advancement,
communication, leadership, and collaboration in diverse professional and advances ESD initiatives (Faulkner et al., 2016, 2017). The educa­
settings, areas where AI falls short. Adaptability equips individuals to tion of teachers remains a pivotal element in the attainment of the
navigate and thrive amidst rapid technological and societal changes, United Nations’ SDGs (Leal Filho et al., 2018). Emphasized by UNESCO,
promoting resilience and innovative thinking. However, some argue this teacher education assumes a pivotal role in the adoption and execution

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of ESD policies, which carry strategic significance in equipping forth­ accountability via the learning process but also cultivates the realization
coming educators to instruct others in the principles of SD (Ferreira that their contributions are earnestly regarded by others. Consequently,
et al., 2007). Consequently, integrating ESD into pre-service teacher students and instructional staff are inclined to esteem collaborative
programs assumes a strategic essence in preparing present-day educa­ pedagogical planning procedures over the final learning outcomes
tors for the imperatives of future sustainability. (Catherine Bovill et al., 2011; Pandey et al., 2017). Moreover, the
Educators assume a pivotal role in effecting the transformation of reservoir of students’ learning enthusiasm, harnessed through this
educational institutions and broader societal contexts (Ferreira et al., co-creation process, is directed towards acquiring essential compe­
2007). To catalyze this societal transformation and realize SDGs, an tencies pertinent to the 21st century—competencies encompassing the
intricately designed and firmly established pedagogical process is ability to orchestrate personal growth and contribute to the holistic
imperative, fostering substantive shifts in individual cognitive frame­ betterment of life on Earth. These competencies are cultivated and
works (Bürgener and Barth, 2018). ESD serves as a meticulously devised further refined on a sustained and enduring basis.
and firmly grounded platform, fostering heightened awareness within However, a central concern stemming from the use of AI-generated
individuals and augmenting their capacity for judicious decision-making content, as we delve into this integration, is the potential lack of crit­
and sustainable action (Laurie et al., 2016). Undoubtedly, ESD furnishes ical evaluation on the part of students (Cotton et al., 2023). As students
the requisite pedagogical apparatus for stimulating societal trans­ increasingly rely on AI tools for content creation, there is a danger of
formation, prompting various educational institutions to initiate en­ uncritically accepting the information provided without subjecting it to
deavors spanning from school-based cultivation to certifications in rigorous scrutiny. Critical evaluation, a cornerstone of education, in­
sustainability, aimed at reshaping individual perspectives (Van Poeck volves the skill of analyzing, questioning, and discerning the accuracy,
et al., 2018). Education represents the linchpin for the realization of SD, credibility, and biases inherent in the information encountered (Deng
exerting substantial influence over individual cognitive frameworks and and Lin, 2023). In an era where AI-generated content seamlessly blends
behavioral patterns (Nousheen et al., 2020). with human-generated content, the ability to critically evaluate be­
To maximize the impact of AI tools in education, institutions must comes paramount in distinguishing between accurate and unreliable
provide ongoing and comprehensive training programs for faculty. information.
These programs should encompass a diverse range of aspects, including Another pressing concern arising from the integration of AI tools like
the technical functionalities of AI tools (King, 2023), best practices for ChatGPT is the potential erosion of students’ authenticity and origi­
integration, critical evaluation of AI-generated content, and navigating nality. The allure of instant content generation may inadvertently lead
ethical considerations. Faculty members should be equipped with the to a homogenization of ideas, where assignments and projects bear a
skills to effectively design AI-infused lessons, facilitate interactive dis­ resemblance due to their shared reliance on AI assistance (Deng and Lin,
cussions around AI-generated content, and guide students in developing 2023). This homogenization not only stifles the diverse perspectives and
critical thinking skills to evaluate responses from AI tools. unique insights that students bring to their work but also dilutes the rich
While AI tools offer efficiency and innovation, they also introduce tapestry of thought that should characterize educational discourse
ethical complexities and pedagogical challenges. In the realm of ethics, (Kleebayoon and Wiwanitkit, 2023). Moreover, the line between a stu­
educators must grapple with dilemmas such as data privacy, plagiarism, dent’s original voice and the AI-generated content becomes increasingly
and transparency, as highlighted by Else et al. (2023). These issues blurred, raising ethical questions about the attribution of ideas.
necessitate well-informed guidance from teachers, as they navigate the In light of these considerations, the question emerges: should we
responsible use of AI-powered tools within their teaching practices. integrate AI such as ChatGPT with Bloom’s Taxonomy as a new cate­
From a pedagogical perspective, faculty members should be equipped to gory, explicitly addressing these AI-related challenges, or should we use
strike a delicate balance between leveraging AI assistance and nurturing AI to help achieve the existing categories, ensuring that AI serves as a
students’ independent thinking and creativity, as emphasized by tool to enhance rather than replace traditional educational objectives?
(Elbanna and Armstrong, 2023). This entails offering guidance on when Bloom’s Taxonomy (Fig. 3a), a framework for categorizing educa­
to encourage originality and when it is appropriate to utilize tional objectives, has been a valuable tool for educators for many years.
AI-generated content, fostering a harmonious fusion of human and AI While it provides a structured way to think about educational goals and
capabilities in the educational process. objectives, it is not a static framework and has seen adaptations and
The integration of AI tools like ChatGPT into education underscores modifications over time to meet the changing needs of education. The
the pivotal role of educators as guides who empower students to navi­ introduction of AI, including chatbots like ChatGPT, into education does
gate the dynamic digital landscape. Faculty empowerment and training raise some interesting questions about how we approach teaching and
emerge as essential pillars to harness the full potential of AI tools while learning. AI can provide new tools and opportunities for personalized
navigating ethical, pedagogical, and technological dimensions. As aca­ learning, instant feedback, and access to vast amounts of information.
demic institutions embark on this transformative journey, they must However, it also raises concerns about the role of human educators, the
invest in ongoing training initiatives that equip educators with the skills need for critical thinking skills in an age of readily available informa­
to effectively integrate AI tools, foster critical thinking, and navigate tion, and the ethical use of AI in education. Modifying Bloom’s Taxon­
ethical considerations. By nurturing a faculty adept in leveraging AI omy to address the impact of AI and chatbots on education is certainly a
tools, institutions lay the foundation for a future where education and possibility, but it should be done thoughtfully and with a clear under­
technology harmoniously converge to create enriched and impactful standing of the implications.
learning experiences. Integrating AI, such as ChatGPT, with Bloom’s Taxonomy can be
approached in multiple ways, and the choice largely depends on
3.3.4. Rethinking Bloom’s taxonomy: adapting to AI in education educational goals, contexts, and the desired outcomes. Create a new
In the context of integrating AI, such as ChatGPT, with Bloom’s category within Bloom’s Taxonomy involves adding a new category or
Taxonomy, it is essential to consider how AI can contribute to the categories specifically dedicated to AI integration (Fig. 3b). This can
educational process. The process of knowledge co-creation, emulates help explicitly emphasize the role of AI in education and ensure that AI-
active involvement within the teaching-learning paradigm. It amplifies related skills and concepts are addressed comprehensively. This
the allure of erudition, engendering heightened motivation and enthu­ approach provides a clear framework for addressing AI-related skills and
siasm among students. They evince an augmented ardor for digital knowledge, and highlights the significance of AI in education. However,
pedagogical solutions (Blau and Shamir-Inbal, 2017), with co-creation this approach may lead to a perception that AI is a separate entity from
engendering a sustained dialogue between learners and educators traditional educational goals and could potentially complicate the tax­
(Catherine Bovill, 2014). This interaction not only fosters a sense of onomy with additional levels/categories. It may be necessary to rethink

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A. Abulibdeh et al. Journal of Cleaner Production 437 (2024) 140527

Fig. 3a. Bloom’s taxonomy.

Fig. 3b. Should Bloom’s Taxonomy modified due to the evolution of AI in education.?.

of adding new levels or categories to Bloom’s Taxonomy to account for Bloom’s Taxonomy and demonstrates the practical application of AI in
the use of AI in education. For example, there could be a category related achieving educational goals. However, it may require educators to adapt
to “Enhance” or “Innovate.” However, it is important to emphasize the teaching methods to incorporate AI effectively and might not explicitly
responsible and ethical use of AI in education. This could be integrated address AI-related concepts and skills.
into the taxonomy as a cross-cutting theme, ensuring that students are While modifying Bloom’s Taxonomy to account for AI and chatbots
not just using AI but using it in an informed and responsible manner. in education is a possibility, it is essential to approach such modifica­
Furthermore, AI can perform tasks that were previously the domain of tions carefully and collaboratively with educators, experts, and stake­
humans, but it is important to teach students how to think critically holders. The core principles of Bloom’s Taxonomy—such as promoting
about the information they receive from AI sources. This could be higher-order thinking skills, active learning, and student engage­
incorporated into the taxonomy’s higher-order thinking skills. In addi­ ment—remain relevant, but the taxonomy can evolve to address the
tion, as AI becomes more integrated into various fields, collaboration changing educational landscape shaped by AI and technology.
between humans and AI will be increasingly important. This could be a
focus area within the taxonomy, teaching students how to work effec­ 4. Discussion
tively with AI systems. Finally, digital literacy skills, including the
ability to navigate AI-driven technologies, could be integrated into the ESD is becoming increasingly important in the era of Industry 4.0, as
foundational skills of the taxonomy. it plays a critical role in preparing students for a sustainable and tech­
Conversely, using AI to help achieve existing categories integrates AI nologically advanced future. This involves creating an institutional
tools and technologies, such as ChatGPT, as tools to assist in achieving ecosystem that supports sustainability principles and aligning academic
the existing categories and objectives within Bloom’s Taxonomy. AI is curricula with the demands of the labor market and employers. It also
utilized as a means to enhance traditional teaching and learning pro­ requires the cultivation of a sustainability mindset among students,
cesses. This approach maintains the existing structure and familiarity of empowering them to champion sustainable transformation.

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In the Industry 4.0 era, innovation and adaptability are key, and ESD students’ changing needs. Educational institutions should collaborate
promotes critical thinking, problem solving, and a holistic understand­ with AI developers and instructional designers to create systems that
ing of global challenges. By integrating sustainability principles into align with curriculum objectives and pedagogical principles. Further­
education, students are encouraged to think creatively and develop so­ more, AI systems should be transparent in their decision-making pro­
lutions that align with the needs of technologically advanced industries. cesses, providing both educators and students with insights into how
This ensures that graduates possess the interdisciplinary skills required recommendations and assessments are generated. This transparency not
to contribute meaningfully to Industry 4.0 sectors. Moreover, Industry only builds trust but also empowers students to take ownership of their
4.0 emphasizes data-driven decision-making and advanced technolo­ learning journeys. One of the significant advantages of AI-powered
gies. ESD underscores the responsible use of resources and ethical con­ personalized learning is the ability to collect and analyze data on stu­
siderations, critical for the ethical and sustainable implementation of dent performance. By continuously monitoring students’ progress, AI
Industry 4.0 technologies. Integrating sustainability into education in­ systems can identify areas of weakness and provide timely interventions.
stills an ethical mindset among students, ensuring that they apply Educators can use this data to tailor their instruction further, offering
emerging technologies with a focus on long-term environmental and additional support to struggling students and challenging advanced
societal impacts. Industry 4.0 also thrives on collaboration and inter­ learners. This data-driven approach aligns with the demands of Industry
connectedness, and ESD often emphasizes interdisciplinary teamwork 4.0, where data analytics and insights are integral to decision-making
and engagement with various stakeholders. By fostering collaboration processes.
and a systems-thinking approach, HEIs prepare students to work effec­ AI tools like ChatGPT can facilitate interdisciplinary collaboration by
tively in the interconnected web of Industry 4.0. serving as a common platform for knowledge exchange. These tools can
However, aligning ESD with AI tools in Industry 4.0 presents both provide instant access to information from various fields, enabling stu­
potentials and challenges. AI can personalize learning experiences, dents and educators to explore topics that transcend disciplinary
provide real-time data analysis, and offer data-driven insights into sus­ boundaries. AI tools can also facilitate cross-disciplinary projects, where
tainability challenges. Nevertheless, it also raises issues like the digital students from different fields collaborate on real-world sustainability
divide, bias, privacy, overreliance, and resistance to change. The inte­ challenges. Educational institutions should actively promote interdisci­
gration of AI tools in higher education can revolutionize sustainability plinary collaboration through the design of flexible curricula that allow
education by offering relevant and up-to-date curricula, fostering students to explore diverse subject areas. Courses that blend elements of
cooperation between disciplines, enhancing skills relevant to Industry AI, sustainability, and other relevant disciplines can encourage students
4.0, and expanding opportunities for lifelong learning. Nevertheless, the to think critically and creatively about complex global challenges.
challenges include addressing the digital divide, preventing AI bias, Moreover, institutions should establish interdisciplinary research cen­
keeping up with rapid technological change, overcoming resistance to ters and initiatives that bring together experts from various fields to
change, ensuring data privacy and security, avoiding overreliance on AI, address sustainability issues using AI and other cutting-edge
and maintaining a holistic approach to sustainability education. HEIs technologies.
must navigate these challenges to effectively harness the potential of AI Assessing the alignment of ESD with AI tools in the context of In­
for ESD in Industry 4.0. They play a pivotal role in shaping the future of dustry 4.0 requires a reevaluation of assessment and evaluation
education by leveraging AI’s transformative potential while ensuring methods. Traditional assessment approaches often focus on measuring
responsible and ethical use of AI tools. content knowledge through standardized tests and examinations.
In this evolving landscape, HEIs should adopt a comprehensive However, in the era of Industry 4.0, holistic competencies such as crit­
approach that includes curriculum development, pedagogical strategies, ical thinking, creativity, adaptability, and ethical reasoning are equally,
collaboration with industry partners, and the integration of emerging if not more, important. Therefore, assessment methods should evolve to
technologies. By doing so, they can prepare students to thrive in the era encompass these essential skills. AI tools can play a role in this trans­
of technological transformation and contribute meaningfully to Industry formation by offering innovative assessment techniques. For instance,
4.0 sectors. HEIs should also recognize their role in societal trans­ AI-driven simulations and scenarios can present students with real-
formation and align their efforts with the SDGs while embracing a ho­ world challenges where they must apply their knowledge and skills to
listic approach to education. This involves integrating sustainability make decisions and solve problems. These simulations can provide im­
principles into campus operations, fostering community engagement, mediate feedback, helping students understand the consequences of
and cultivating a sustainability-conscious mindset among students. their actions and encouraging reflective learning. AI-powered assess­
Personalized learning is a pedagogical approach that tailors educa­ ments can also analyze the quality of students’ written and verbal re­
tion to the unique needs, interests, and abilities of each student. With the sponses, evaluating not just the correctness of answers but also the depth
advent of AI, personalized learning has gained significant traction as AI of understanding, critical thinking, and ethical considerations. Addi­
tools can analyze vast amounts of data to create customized learning tionally, AI can assist in the assessment of collaborative and interdisci­
experiences. This approach aligns well with the demands of Industry 4.0, plinary projects. It can analyze students’ contributions to group work,
where agility and adaptability are crucial. AI-powered systems, such as their ability to communicate and collaborate effectively, and their ca­
adaptive learning platforms and intelligent tutors, can provide students pacity to synthesize knowledge from multiple disciplines. This holistic
with content and activities that match their learning pace and style, evaluation aligns with the multifaceted demands of Industry 4.0, where
ultimately enhancing their understanding and retention of material. AI professionals must work collaboratively and adapt to rapidly changing
tools like ChatGPT can play a pivotal role in personalized learning by circumstances.
offering real-time support and assistance to students. These tools can Integrating AI, such as ChatGPT, with Bloom’s Taxonomy is a com­
provide instant answers to questions, generate additional explanations, plex endeavor that requires a thoughtful approach to leverage the
and offer targeted resources based on a student’s individual learning benefits of AI while addressing the associated challenges. One approach
profile. For instance, a student struggling with a particular concept can is to create a new category within Bloom’s Taxonomy dedicated to AI
receive customized explanations and practice exercises to reinforce their integration. This new category could explicitly emphasize the role of AI
understanding, while a more advanced learner can access higher-level in education, ensuring that AI-related skills and concepts are addressed
content to challenge themselves further. This tailoring of educational comprehensively. However, this approach may risk compartmentalizing
content not only optimizes learning outcomes but also fosters a sense of AI as a separate entity from traditional educational goals and potentially
autonomy and self-efficacy in students. complicate the taxonomy with additional levels or categories. Another
Incorporating AI into personalized learning requires the careful perspective is to use AI to help achieve the existing categories within
curation of content and the development of algorithms that can adapt to Bloom’s Taxonomy. In this approach, AI is seen as a tool to enhance

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A. Abulibdeh et al. Journal of Cleaner Production 437 (2024) 140527

traditional teaching and learning processes. This approach maintains the options, supporting self-directed learning through digital platforms, and
existing structure and familiarity of Bloom’s Taxonomy while demon­ fostering a growth mindset among students. In this way, students are
strating the practical application of AI in achieving educational goals. prepared not just for their initial careers but also for lifelong learning in
However, it requires educators to adapt their teaching methods effec­ the face of evolving technologies.
tively to incorporate AI and may not explicitly address AI-related con­ Policies should encourage academic-industry partnership and col­
cepts and skills. laborations to ensure graduates are job-ready and aligned with industry
Regardless of the chosen approach, certain considerations must be needs. Strategies could include incentivizing partnerships, establishing
taken into account when integrating AI into education. One primary advisory boards with industry experts, and facilitating joint research
concern is the potential lack of critical evaluation by students when projects that bridge the gap between academia and the workforce. By
using AI-generated content. As students increasingly rely on AI tools, fostering strong ties with industries, academic institutions can offer
they may accept information uncritically, neglecting the essential skill of students practical insights and experiences, enhancing their
critical evaluation. This skill is crucial for distinguishing between ac­ employability.
curate and unreliable information, especially in an age where AI- Prioritizing inclusivity and diversity in education is essential. Pol­
generated content seamlessly blends with human-generated content. icies may involve implementing measures to bridge the digital divide,
Another concern is the risk of eroding students’ authenticity and origi­ addressing biases in AI algorithms, and creating a diverse and inclusive
nality as they become dependent on AI for content generation. Instant learning environment that reflects the realities of a globalized and
content generation may lead to a homogenization of ideas, where as­ interconnected world. In doing so, academic institutions can ensure that
signments and projects become similar due to their shared reliance on AI education is accessible to all and that diverse perspectives enrich the
assistance. This homogenization stifles diverse perspectives and unique learning experience.
insights, diluting the rich tapestry of thought that should characterize Policies should consider innovative assessment methods that eval­
educational discourse. To address these concerns, it is essential to teach uate not only technical knowledge but also critical thinking, problem-
students how to think critically about the information they receive from solving abilities, and creativity. Strategies could involve incorporating
AI sources. This critical evaluation skill can be integrated into the project-based assessments, peer evaluations, and real-world case studies
taxonomy’s higher-order thinking skills, ensuring that students are not to measure students’ holistic skill development. These assessments
just using AI but using it in an informed and responsible manner. provide a more accurate reflection of students’ abilities and encourage
Additionally, the responsible and ethical use of AI in education should the development of essential skills.
be emphasized as a cross-cutting theme within the taxonomy. Policies must allocate resources to support the implementation of
new educational technologies, faculty development programs, and
5. Policy implications infrastructure improvements. Strategies could involve securing funding
for technology integration, modernizing classroom facilities, and
In the rapidly changing landscape of education in the era of Industry ensuring access to online learning resources. Adequate resource allo­
4.0, it is crucial for education policies and strategies of academic in­ cation is vital to the successful implementation of educational policies.
stitutions to be meticulously designed to meet the dynamic needs of Policies should encourage collaboration and communication among
students and society. The research findings discussed in the previous various stakeholders, including educators, students, industry partners,
sections offer valuable insights that can guide the formulation of these policymakers, and the wider community. Strategies might involve
policies and strategies, paving the way for a more effective and establishing forums for dialogue, conducting surveys to gather feedback,
responsive education system. Some of these policies and strategies and incorporating diverse perspectives in policy formulation. Engaging
include: stakeholders ensures that policies are responsive to the needs and ex­
Education policies should encourage academic institutions to adopt pectations of all involved parties.
flexible and adaptable curricula. These curricula should blend technical Lastly, policies should consider the ethical and legal implications of
knowledge with higher-order cognitive skills to meet the demands of AI integration in education. Strategies could involve developing guide­
Industry 4.0. Strategies might involve periodic curriculum reviews, lines for data privacy, intellectual property rights, and responsible AI use
interdisciplinary courses, and experiential learning opportunities that within educational contexts. A well-defined regulatory framework
bridge the gap between theory and real-world application. This safeguards against potential risks and ensures the ethical use of AI in
approach ensures that students receive a well-rounded education that education.
prepares them for the complexities of the modern job market.
A key implication is the need to prioritize comprehensive training 6. Conclusion
programs for educators. These programs should ensure that educators
are well-versed in AI technologies, ethical considerations, and innova­ This study has laid the foundation for a thorough examination of the
tive teaching methods. Strategies could include workshops, seminars, integration of AI tools in education within the context of ESD during the
and professional development opportunities that empower educators to Industry 4.0 era. We have witnessed the profound transformation
effectively integrate AI tools into their teaching methodologies. This brought about by Industry 4.0, characterized by a multitude of advanced
training equips them with the skills necessary to encourage critical technologies that promise numerous advantages for businesses and in­
thinking among students and navigate the ethical challenges associated dustries. However, unlocking the full potential of Industry 4.0 hinges on
with AI in education. addressing the need for individualized proficiencies and expertise
Another crucial implication is the integration of ethical AI education within the workforce - a challenge that HEIs are well-positioned to
throughout the curriculum. Policies should emphasize the creation of tackle.
dedicated AI ethics courses, workshops, and awareness campaigns. The importance of ESD, underscored by global initiatives and the
These initiatives ensure that students are well-informed about the imperative for sustainability, is intricately tied to the evolving landscape
ethical implications of AI tools and their responsible use. By nurturing of education. The integration of AI tools into education has emerged as a
an understanding of AI ethics, academic institutions can produce grad­ transformative catalyst, presenting both promises and complexities. AI,
uates who are not only technically proficient but also ethically epitomized by advanced language models like ChatGPT, holds the po­
conscious. tential revolutionize pedagogy, elevate personalized learning, and
Education policies must promote a culture of continuous learning stimulate innovation. Yet, as these tools become more prevalent in
that equips students with the skills needed to thrive in an ever-changing educational settings, ethical considerations, curriculum design, contin­
landscape. Strategies might include offering micro-credentialing uous learning, and alignment with industry demands come to the

12
A. Abulibdeh et al. Journal of Cleaner Production 437 (2024) 140527

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