Education,Information,and Skills for Industry 4.0 in Portugal: Toward a Research Agenda

Abstract

Objective

This study investigates the technical, digital, behavioral, and innovation-related competencies required in the Portuguese context of Industry 4.0, integrating evidence from a systematic literature review and an empirical assessment of students’ perceptions. It also outlines priority directions for future research aligned with the country’s digital transformation agenda.

Method

A systematic literature review was conducted in Scopus, following predefined criteria, resulting in 18 scientific articles. Bibliometric techniques (RStudio and Bibliometrix/Biblioshiny) identified thematic trends and competency domains. Complementarily, a quantitative study was conducted with students in higher education, focusing on engineering, management, and technology. Participants evaluated 42 competencies in six domains, Technical, Flexibility, Inter-Agency Interaction, Soft Skills, Innovation, and Information Technology, using a nine-point Likert scale. Descriptive and comparative analyses identified perception patterns and domain gaps.

Results

The review shows growing national scientific production on Industry 4.0, highlighting competencies such as automation, programming, cyber-physical systems, data analytics, and innovation. Soft skills (communication, emotional intelligence, adaptability, and teamwork) also emerge as strategic. Empirical results reinforce this scenario: students report high importance but moderate performance. The largest gaps appear in Information Technology, Innovation, and Inter-Agency Interaction, particularly in human-machine interaction and data modeling. Behavioral competencies show the smallest discrepancies. Overall, the literature and empirical evidence indicate misalignments between educational preparation and the demands of Industry 4.0.

Research Gap

The findings indicate the need for studies on curricular redesign for digital skills, development of pedagogical models for innovation and soft skills, organizational factors affecting technology adoption, and stronger university–industry collaboration.

Conclusion

Advancing Portugal’s readiness for Industry 4.0 requires coordination between education, industry, and policymakers. Strengthening workforce qualifications depends on integrating technical expertise, digital literacy, socio-emotional competencies, and innovation capabilities to promote competitiveness, close skill gaps, and support the country’s transition to a digital and sustainable industrial landscape.