###### Abstract  
The development of Industry 4.0 revolutionising the concept of automation and digitisation in an organisation poses a huge challenge in employee knowledge and skills to cope with the huge leap from Industry 3.0. The high-level digitisation of an organisation requires the workforce to possess higher order thinking skills (HOTS) for the changing job roles matching the rapid technological advancements. The Education 4.0 framework is aimed at supporting the Industry 4.0 skills requirement not only in digital technologies but more towards soft skill development such as collaboration and lifelong learning. However, the education sector is also facing challenges in its transition from Education 3.0 to Education 4.0. The main purpose of the paper is to propose an Agile approach for developing smart classroom teaching strategies that foster employee adaptability with the new learning paradigm of upskilling in line with Industry 4.0. By adopting an exploratory research methodology, the pilot study investigates the implementation of the proposed Agile approach in a higher education setting for graduates to achieve HOTS using smart classroom teaching strategies. This study uses learning theories such as experiential learning in smart classroom environments to enhance students' HOTS individually as well as collaboratively in an Agile iterative manner. This is the first empirical study carried out for graduates specialising in the Business Analytics skillset required for Industry 4.0. The findings of the pilot study show promising results that pave the way for further exploration and pedagogical insights in this research direction. Industry 4.0; skillset; Education 4.0; active learning; teaching strategy; smart classroom; higher order thinking skills (HOTS) +
Footnote †: journal: _Future Internet_  
business goals of an organisation. Hence, the skillset of the workforce needs to be enhanced as employees are required to be self-adaptive to these changing multiple dimensions with lifelong learning capabilities for a successful implementation of Industry 4.0. With the advancement in Industry 4.0, the challenge for the existing education and training systems is to ensure that all industrial sectors make the best use of the digital transformation by supporting it with a completely new employee skilled across their entire business value chain. Different workplace skills are required in industry at all levels of task performance with an appropriate mix of both digital and business-specific skills and competencies [11]. To meet Industry 4.0 skill requirements, Education 4.0 is aimed at preparing the new graduates and workforce to focus on problem-solving with emerging technologies and innovative teaching strategies [9; 11]. Education 4.0 is a revolution with a new paradigm of training offerings that are required to be facilitated via flexible educational environments rather than traditional teaching models [12]. In the past, business graduates gained business knowledge and skills, while information technology (IT) graduates focused on acquiring technical skills. It is expected that Education 4.0 would be able to provide the necessary training to meet the skillset requirements of Industry 4.0. Education 3.0 refers to a variety of ways to integrate technology into learning, while Education 4.0, with a learner-centric focus, transforms the future of education through advanced technology and automation aligned to Industry 4.0. Today, enterprises expect fresh graduates to be work ready with a combination of not only business and technical skills but also lifelong learning skills necessary for job effectiveness in their new and higher-skilled roles for Industry 4.0 [5]. One such job role falls under a specialised discipline of Business Analytics, which is the focus of study in this paper.