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The purpose of this study is to identify the uses of Industry 4.0 technologies in the area of education and how they contribute to learning in addition to highlighting at what educational level they are used.

A systematic literature review was carried out in the Scopus (Elsevier), Web of Science and ScienceDirect (Elsevier) databases, starting in 2011. In total, 51 articles were selected for a quantitative analysis, and 23 of them were read to answer the questions of the research from a qualitative analysis.

The results show a greater use of augmented reality, simulation, Internet of Things and virtual reality. The level of education at which they are most present is higher education. They collaborate to increase immersion in content, student engagement, interpersonal interaction, reduce costs and risks, simulate real work scenarios, expand study possibilities, without limited time and space, develop soft skills and learn about technologies, their uses and modes of operation. It is concluded that the technologies of Industry 4.0 support the entire learning process, but they are not used as much as they should. They are still largely restricted to universities and courses related to manufacturing. It is hoped that this work can contribute to the development of Education 4.0 at all stages of teaching.

Reviews have already been carried out on the use of technologies in teaching. The originality of this work is in the fact that it focuses on Industry 4.0 technologies in the Education 4.0 scenario.

The purpose of this paper is to introduce librarians, faculty, and other interested individuals to contemporary German literature in English translation.

German‐language authors born in 1950 or later and listed on the Contemporary Living Authors Comprehensive List developed by the German vendor Otto Harrassowitz are searched in OCLC's WorldCat database to determine the existence of English translations. A bio‐bibliographical list is then developed featuring all contemporary German‐language authors who have achieved an English language translation of at least one of their literary works.

Of the approximately 1,400 writers on Harrassowitz's comprehensive list, a surprisingly large number of almost 80 authors of the younger generation (born in 1950 or later) have been translated into English.

This bio‐bibliography of contemporary German belles lettres (of the younger generation) in English translation is the first of its kind. It can be used by librarians to check their current library holdings and to expand their collections of German literature in English translation.

The purpose of this article is to look closely at the development of a European Credit Transfer System for Vocational Education and Training (ECVET). The European Commission, together with the member States, are working on it and several pilot projects have been initiated within the Leonardo da Vinci Programme of the European Commission. The problem of the transfer as well as a convincing transparency of vocational competences has yet been developed. The aim is to discuss this in the article.

This contribution illustrates a model using the Dreyfus/Dreyfus approach of acquisition of profiles in such a way that the levels of competence development are not applied to overall professional actions (as shown for pilots, nurses, teachers and others), but to smaller entities of professional profiles.

While strongly taking into account work related tasks and contexts (objects, tools, work organisation) the authors define “groups of competencies” and apply Dreyfus' ladder to these new entities. That means the authors adopt Dreyfus' model in two ways: by applying the model to groups of competencies (corresponding to specific core work profiles) instead of using it for overall competency profiles (corresponding to professionals/ experts); and they make the model flexible and dynamic by not restricting it to a certain number of levels, but only defining the differences between levels.

The background of the paper is the so‐called work process analysis to identify the work related tasks and related groups of competencies.

The article offers a new concept for the European discussion of the Qualification Framework as well as the Credit Transfer System.

This article provides an alternative to existing European policy.

The European Union's (EU) social and employment policy emphasizes that member states should develop workforce development policies that combat work‐related stress. Within the EU, there are few comparative data on the psychosocial job strain characteristics and experiences of staff working in the vocational rehabilitative sector in mental health and intellectual disabilities. The purpose of this paper is to discuss a Leonardo Da Vinci‐funded project – The Reducing Occupational Stress in Employment Project (ROSE) – which aims to reduce stress amongst managers and support staff working in the mental health and intellectual disability occupational support sector across the EU.

This research paper reports the findings of a small‐scale across method study, using a cross‐sectional design and focus groups, on psychosocial job strain amongst managers and support workers in five European countries. Data were gathered through administration of the job content questionnaire (JCQ) and a series of focus groups.

Findings from the JCQ showed that just under 20 percent of the sample exhibited symptoms of job strain. Results from the focus groups indicated that the key stressors for workers were balancing work demands with time available to carry out tasks; poor communication within organizations; and feeling unsupported in one's work. In addition, it was found that there are no national or European data collected, at any level, upon which to base effective interventions to combat occupational stress and no effective mechanisms in the workplace to deal with occupational stress for professionals working in this sector.

Based on the findings, a web site was developed that provides helpful information to managers, trainers, and support workers to manage personal and organizational stressors and raises awareness of the issue within Europe and beyond.

The ROSE project is significant at this time considering the current thrust of EU policy initiatives on mental health, workplace stress and employee well‐being.

Experiential learning focuses on learners, their activities, experiences, and how they process and reflect upon them. Experiential learning about sustainable development in general and about Sustainable Development Goals (SDGs) in particular has to consider specific challenges of sustainable development, such as interdisciplinarity, trade-offs, conflicts of interests, ambiguities, as well as the need for critical thinking, creativity, and communication skills. Although experiential learning offers a broad range of benefits, well-documented course designs are rare, especially in business education. The purpose of this chapter, therefore, is to present a course design that we have implemented more than 50 times over the last 10 years. By providing insights into the course design, its main components, and the experiences we have gathered from it, we hope to inspire and motivate other educators to apply similar methods of experiential learning in relation to the SDGs in business education. The modular course concept consists of a kickoff meeting, three thematic trainings, three academic assignments, and two days of simulation games, role-playing, group exercises, and several rounds of reflection and evaluation. In the following sections, we describe the core elements of our course design, provide insights into success conditions and potential pitfalls, explain how the course can be adapted and replicated, and discuss the requirements for experiential learning.

This paper aims to explore structural and systemic influences in the development of competence models and qualifications systems at sectoral and national levels across Europe, considering the influences of different socio‐economic models of skill formation on the processes of design and provision of qualifications.

The paper is based on a meta analysis of three European projects that used literature review, documentary analysis and interviews with practitioners and policy makers.

The main methodological and practical challenges posed by varieties of competence and qualifications to inter‐country comparability of qualifications are shown to be related to different socio‐economic models of skill formation.

The research is limited to 13 countries and four sectors but these were carefully selected to maximise coverage of European diversity with respect to competence models, training regimes and approaches to qualifications. There is clearly a need for further research involving more countries and sectors.

The paper offers recommendations for improving the potential of the European Qualifications Framework to promote comparability of qualifications and hence mobility of labour. These recommendations will be of interest to policy makers and practitioners involved in using the EQF and similar instruments.

This is the first systematic attempt to explore the methodological and practical difficulties of establishing comparability between qualifications.

The purpose of this paper is to investigate the potential of already existing skills and competence ontologies to benefit European transparency tools and especially the implementation of the European Qualification Framework. Furthermore, it asks whether any of them could serve as a starting point to develop an International Standard Classification of Skills and Competences to supplement ISCED and ISCO.

This contribution contains a comparative analyses of three systems providing ontologies of skills and competences – DISCO, O*NET and Taxonomy_DB – under terminological and pragmatic aspects.

The analysis identifies O*NET as the most promising candidate to serve European transparency instruments and the EQF. Furthermore, it demonstrates that the development of an International Standard Classification of Skills and Competences, that is suitable for statistical purposes as well as appropriate for practical applications in human resource management and in the area of education, would have to integrate very diverging demands, which so far are being best met by O*NET and DISCO.

The depth of the analysis is not sufficient to serve as an exhaustive guideline to design an International Standard Classification of Skills and Competences.

The paper shows the potential of a future International Standard Classification of Skills and Competences for the EQF, for European transparency tools, and for statistical purposes.

This article brings a new topic, namely ontologies for skills and competences, into the European debate about competences and their visibility and validation.

Introduction: Information technology is a field with particular importance in the activity of companies, which requires additional procedures in the audit of financial statements.

Aim: The purpose of the chapter is to identify the reports in which the financial auditors considered the impact of information technology on the financial statements of companies as a Key Audit Matter (KAM) and what was the approach in assessing this issue.

Method: The sample consists of companies listed on the primary market on European stock exchanges for 2013–2021 from 25 countries. Data were synthesised, systematised and analysed according to auditor type, audit year, countries and industries.

Findings: During the analysed period, 465 KAMs were identified for 174 distinct companies that referred to information technology, of which a Big4 auditor issued 97 per cent. The most KAMs were issued on companies from countries such as the United Kingdom, the Netherlands and Norway, and the least in Austria, the Czech Republic, Hungary and Italy. Also, most KAMs were issued by auditors in 2018 (19 per cent), and the least in 2013 (2 per cent). The industry that recorded the most KAMs related to information technology was finance, insurance, and real estate (64 per cent), and those which identified a single KAM on this topic were agriculture, forestry, fishing.

Conclusion: Information technology and its impact on audit quality and automation remain a growing topic especially in this pandemic period that caused more changes in the financial audit planning and risk assessment. The auditors were forced to perform remote audits and use information technology more than in previous years.