## 2 Literature Review  
[PERSON] et al. [16] characterized 4 IR with new industries and modes of production powered by innovations in mechanical, biological, environmental, and digital domains. The 4 IR augments the demand for technologically inclined graduates in the labor market [16]. This increase has compelled HEIs to incorporate various technologies in redesigning curriculums. The employability of graduates determines the success of HEI programs [8; 17]. The transition from higher education towards employment is a challenge that could be more easily addressed through the efforts of both universities and employers as strategic partners. The graduate employment rate also supported the importance of employer-university relationships as a key performance indicator for universities [17]. It is also deemed essential to implement EDUC4 in HEIs through the specification of needs and sharing technological knowledge from private institutions [10]. On the other hand, the World Economic Forum [18] emphasized that the rapid shift in industrial processes from work performed by humans to those performed by machines and algorithms results in significant transformations of the labor market [19]. In response, the education sector is expected to lead the reconfiguration of the workforce by ensuring that competencies developed among its learners are responsive to the demands of the changing landscape of work. Since education embeds skills and competencies in the labor force [20], it is crucial to balance the impact of technological advances on economic and social infrastructure. This suggests that HEIs need to reconceive their programs, especially in STEAM education [21], to ensure that graduates possess the skills necessary in the 4 IR [19]. In response to the needed technological competency, new effective educational programs will have to be improved or developed, and the existing academic curricula will have to be restructured [17]. According to [PERSON] et al. [22], workers who are skilled at developing and deploying industrial IoT (IIoT) systems will find themselves in greater demand. Digital competencies and innovation are widely considered to be some of the key drivers to boost the competitiveness of industrial firms within the IIoT context [17]. Thus, the education sector must produce a human workforce base that can demonstrate skills that machines cannot perform [19]. With the 4 IR being the backbone of the labor market, the need for HEIs to adapt to its complementary EDUC4 principle is integral. The concept of EDUC4 includes using digital literacy and skills in critical thinking and problem-solving in an educational setting [8]. EDUC4 has become the basis for recent educational reforms globally [23]. In Asia, countries such as Vietnam, Malaysia, and Thailand have framed their version of EDUC4 to provide their workforce with the skills for 4 IR [24]. Malaysia's Ministry of Education recognized the need for changes in response to EDUC4, including adapting to new learning environments and utilizing new technologies [25]. In its Thailand 4.0, Thailand recognizes the importance of its people by forging \"Thai people 4.0\" as the prime focus of its blueprint. The initiative intends future generations to aspire to be knowledgeable, highly-skilled, socially responsible, and maintain their Thai identity and capability of using technology. Related to these desirable characteristics are new teaching and learning paradigms, including purposeful learning, generative learning, mindful learning, and result-based learning [26]. Despite the need for EDUC4, crucial barriers in its implementation hinder HEIs. Some insights were reported in the current literature. For instance, in the domain of IIoT, reports revealed that the biggest challenge of its supporters is primarily associated with the people rather than the technology. While digital technologies are rapidly becoming a commodity, success largely depends on an organization's digital IQ [27]. The current IIoT education and training approaches fail to meet the required changes [28].