# Challenge-Based Learning and Scrum as Enablers of 4.0 Technologies in Engineering Education
### Technological Approach in Engineering Education  
Various methods have been developed to enhance engineering education since engineering was formalized during the 17 th century. In this sense, in engineering education, learning and teaching encompass various styles that acknowledge the diverse ways in which students learn. This approach--that in engineering education is strongly influenced by the positivist paradigm, with the educator significantly predominating and less space for the student to self-construct knowledge [2]--includes visual and auditory learning, reflective and active learning, logical and intuitive reasoning, memorization and visualization, drawing analogies, and constructing mathematical models [3]. In addition, teaching happens through the interaction of instructional tools and students' efforts to gain knowledge, principles, or skills [4], where technology is most relevant. In this sense, when implementing CBL, educators act as facilitators based on a constructivist educational approach [5]. From a technological perspective, the latest information and communication technologies (ICT) have become fundamental to university teaching, catering to students' diverse motivations and academic competencies. While ICTs do not replace educators, they serve as a potent resource. Their incorporation entails new platforms and capabilities for recording, storing, and disseminating knowledge, thereby enabling the development of new content, study methodologies, and assessment methods. Consequently, innovative initiatives have emerged, and in recent years, engineering educators have embraced the challenge of reforming engineering education by leveraging new technological tools and techniques to significantly enhance the teaching-learning process [6]. On the other hand, according to some regulatory frameworks that are commonly used as referents internationally, such as ABET (Accreditation Board for Engineering and Technology) and CDIO (a framework for engineering fundamentals focused on conceiving, designing, implementing, and operating), technological training plays a fundamental role. ABET [7] states that engineering training should consider integrating management systems into diverse technological environments, including computer-based technology. CDIO emphasizes, as one of its main objectives, understanding the importance and strategic impact of technological development in society [8]. From an institutional perspective, organizations guiding education policy have mentioned technology the most, emphasizing the importance of technology in an education context [9]. Nowadays, the field of engineering is experiencing rapid technological advancements, which necessitate updates to educational programs and the skills and knowledge provided to students. In the 21 st century, societal well-being heavily depends on technological accessibility, with engineers as mentors. As a result, educational models need to expand their focus to include \"Engineering Education for Industry 4.0\" or \"Education 4.0\", driven by the use of a wide range of interconnected innovative technologies such as AI, robotics, additive manufacturing, cloud computing, and big data [10]. Accordingly, the fourth industrial revolution will demand the development of new engineering programs to equip students with the ability to understand the requirements for technological solutions in various contexts [11]. In this sense, enablers for Education 4.0 must consider emerging technologies, new learning methods, and the current social dynamics to ensure adequate implementations based on appropriate learning environments that will prepare students for future scenarios [12]. In other words, Education 4.0 will help provide skilled labor in the future for Industry 4.0 [13].