## 4 Results of the Information Sources Review
### Research Questions  
The main goal of the work was to evaluate how the knowledge from the field of AI, IoT, and EC required by Industry 4.0 is transferred to students during the university teaching process. For this work, the following research questions were defined:  
**RQ1:**: Which areas (AI, IoT, EC) are more and which are less taught?
**RQ2:**: What topics and tools in the field of AI are taught and at what level?  
\begin{table}
\begin{tabular}{c c c c c c} \hline \hline
**Programming** & \multicolumn{2}{c}{**AI Courses**} & \multicolumn{2}{c}{**IoT Courses**} & \multicolumn{2}{c}{**EC Courses**} \\ \cline{2-5}
**Language** & **Number** & **Percentage** & **Number** & **Percentage** & **Number** & **Percentage** \\ \hline C or C++ & 1 & 2\% & 1 & 7\% & 0 & 0\% \\ Python & 7 & 13\% & 4 & 27\% & 4 & 36\% \\ Java & 1 & 2\% & 1 & 7\% & 1 & 9\% \\ Matlab & 8 & 15\% & 1 & 7\% & 0 & 0\% \\ Prolog & 1 & 2\% & 0 & 0\% & 0 & 0\% \\ R & 6 & 11\% & 1 & 7\% & 1 & 9\% \\ SQL & 3 & 6\% & 0 & 0\% & 0 & 0\% \\ No data & 27 & 50\% & 7 & 47\% & 5 & 45\% \\ \hline \hline \end{tabular}
\end{table}
Table 1: Programming languages used in AI, IoT, and EC courses.  
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Software/** & \multicolumn{2}{c}{**AI Courses**} & \multicolumn{2}{c}{**IoT Courses**} & \multicolumn{2}{c}{**EC Courses**} \\ \cline{2-6}
**Environment** & **Number** & **Percentage** & **Number** & **Percentage** & **Number** & **Percentage** \\ \hline Aitech Sphinx & 5 & 8\% & 0 & 0\% & 0 & 0\% \\ Statistica & 2 & 3\% & 0 & 0\% & 0 & 0\% \\ Matlab & 8 & 14\% & 1 & 8\% & 0 & 0\% \\ Fuzzy logic toolbox & 3 & 5\% & 0 & 0\% & 0 & 0\% \\ Tableu & 1 & 2\% & 1 & 8\% & 1 & 8\% \\ Azure services & 0 & 0\% & 2 & 15\% & 2 & 17\% \\ Prolog & 1 & 2\% & 0 & 0\% & 0 & 0\% \\ PyTorch & 1 & 2\% & 0 & 0\% & 1 & 8\% \\ Arduino SDK & 0 & 0\% & 2 & 15\% & 1 & 8\% \\ Octave & 3 & 5\% & 0 & 0\% & 0 & 0\% \\ Tensorflow & 2 & 3\% & 0 & 0\% & 1 & 8\% \\ Docker & 0 & 0\% & 0 & 0\% & 1 & 8\% \\ IBM SPSS & 1 & 2\% & 0 & 0\% & 0 & 0\% \\ No data & 32 & 54\% & 7 & 54\% & 5 & 42\% \\ \hline \hline \end{tabular}
\end{table}
Table 2: Software and environments used in AI, IoT, and EC courses.  
\begin{table}
\begin{tabular}{c c c c c c c} \hline \hline
**Software/** & \multicolumn{2}{c}{**AI Courses**} & \multicolumn{2}{c}{**IoT Courses**} & \multicolumn{2}{c}{**EC Courses**} \\ \cline{2-6}
**Environment** & **Number** & **Percentage** & **Number** & **Percentage** & **Number** & **Percentage** \\ \hline Lectures & 39 & 46\% & 35 & 41\% & 36 & 42\% \\ Lab activity & 28 & 33\% & 27 & 31\% & 27 & 32\% \\ Problem-based learning & 1 & 1\% & 0 & 0\% & 0 & 0\% \\ Project-based learning & 11 & 13\% & 18 & 21\% & 16 & 19\% \\ No data & 6 & 7\% & 6 & 7\% & 6 & 7\% \\ \hline \hline \end{tabular}
\end{table}
Table 3: Teaching methodologies of AI, IoT, and EC courses.  
* What topics and tools in the field of IoT are taught and at what level?
* What topics and tools in the field of EC are taught and at what level?
* What methods are used in the teaching process related to the investigated area?
* How much are the real industrial problems met in the teaching process?
* What are the academic needs in the field of AI. IoT and EC and what could support the teaching process?  
The phrased research questions enable us to assess what and how is taught in the analyzed areas. Additionally, it was important for the authors whether the teaching process includes references to real industrial problems that can be solved using AI, IoT, and EC technologies.