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Education 4.0 (E 4.0) represents a new paradigm in the field of education, which emphasizes a student-centric approach that allows learners to access education anytime, anywhere, tailored to their individual needs through modern-day technologies. The purpose of the study was to unearth the critical success factors (CSFs) essential for the successful implementation of E 4.0.

The CSFs were unearthed using a literature review and further the interrelationships were analysed using multi-criteria decision making (MCDM) approach.

The study unearthed 15 CSFs for the successful implementation of E 4.0. The most important factor for the successful implementation of E 4.0 was personalized learning which was found to be the casual factor. The other causal CSFs were clear vision and leadership for E 4.0, stakeholder involvement, data analytics in teaching and learning, inter-disciplinary learning and blended learning environments. The effect factors were digital citizenship-based education, teacher training and development for E 4.0, supportive environment, curriculum redesign for E 4.0, open educational resources, digital technologies, formative assessments, infrastructure for E 4.0 and sustainability in education.

This is the first study which unearthed the CSFs and found the interrelationships among them, thus contributing to the theory of technology organization environment.

This study represented a pioneering effort in understanding the CSFs underpinning the successful adoption of E 4.0, paving the way for a more personalized, tech-savvy and effective education system.

Education 4.0 is one of the major transformations in the field of education to improve the quality of teaching and learning processes and prepare students as 21st-century learners. This study aims to examine the effect of Educations 4.0 on creative and collaborative learning of students.

In this correlational research study, a quantitative data collection tool such as a questionnaire is used. This research is conducted on university students (N = 365), and purposive sampling technique is used to achieve the purpose. Statistical Package for Social Sciences (SPSS) version 27.0 is used to analyze the data.

The findings of the study reveal that there is a strong positive relationship between education 4.0 and the two major 21st-century skills, i.e. collaboration and creativity. The value of correlation coefficient value of the variables is 0.597, which indicates positive and strong relationship; hence, null hypothesis is rejected and an alternative hypothesis is accepted.

The results of the current study are beneficial for the school managers to enhance students' two significant 21st-century skills, i.e. “Creativity” and “Collaboration.” Also, the school managers can make efforts to develop teachers' competence to adapt the technological advancements for improving students' creativity and collaboration to benefit their learning.

This is a unique study because there are only a few recent studies that show a connection between Education 4.0 and 21st-century skills. Also, there is no other study that presents the direct association of Education 4.0 and students' creativity and collaboration specifically in the context of Pakistan.

The purpose of this study is to explore the knowledge, attitude and practices (KAP) of Industry 4.0 between the academicians and industry players in construction engineering, further suggesting a mechanism to narrow the gap between the distinct parties.

This study was conducted through structured online and face-to-face interviews, using KAP survey, and semi-structured interviews. This constructive research was conducted among Malaysian construction industry players and academicians from the construction engineering department in public universities.

The findings exhibit the similarities and differences of KAP between academics and industry on Industry 4.0 in construction engineering. In general, both categories of respondents have displayed more similarities than differences in all aspects, except for knowledge. The better knowledge profile of Industry 4.0 among the academicians reflects the nature of the academic works that constantly seek new knowledge, thus suggesting the establishment of an industry-academic (I-A) knowledge equilibrium framework to leverage the knowledge profile between both parties.

This exploratory study that showcases the perspective of the academia and industry practitioners on Industry 4.0 acts as a cornerstone for bridging the gap between the two distinct sectors within the same field.

The gap between the academic and industry was highlighted, further establishing the I-A knowledge equilibrium framework that could also be applied to other fields of study.

The originality of this paper was the profiling of the KAP of Industry 4.0 for the academicians and industry players in construction engineering, further distinguishing the gap between both parties.