The emergence of Education 4.0 is a result of Industry 4.0 that demands the transformation of the education sector at a different scale. Therefore, students have been challenged to adopt such new methods and technology to integrate into their course of learning. This chapter aims to develop a conceptual framework of Education 4.0 in association with students' well-being in order to contribute a new dimension of Education 4.0 to the well-being of students. Descriptive and exploratory approaches were applied to figure out whether Education 4.0 would lead to the well-being of students in the educational environment. The results outlined the various factors that lead to the positive aspect of Education 4.0 along with various challenges that are required to explore at the society level to implement Education 4.0, which is the current need of society. As we are moving towards digitalization and technology-enabled education system because of the worldwide COVID-19 pandemic, such adoption may uplift the education system.
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In recent times, the evolution of education has played a significant role in society. From the traditional form of education where the delivery of knowledge is via face-to-face learning is now being evolved to the mode of the internet, thus called digital literacy Keser and Semerci (2019). In the late 90’s, in Education 1.0, the role of a teacher was authoritarian, learners were the passive recipients of knowledge, the education system was teacher -centered and technology was almost forbidden in the classrooms. In phase 2.0 of education in the time frame of (2000-2004), the mode of communication has evolved with the collaborative approach Ciolacu, et al. (2017). The Memory Based Learning was focused, and exams were conducted to verify the memorization of accepted knowledge. Classroom learning was preferred in that era where the approach was still is teacher-centric and problem-oriented [in that era where the approach was still is teacher-centric and problem-oriented (Abdu, et al. 2020). There is an invasion of technology at each level that provides social networking in society. The scope to apply technology was available to the education but it continues with the same traditional structure of education. It led to a high infrastructure cost to implement such models in the classroom, lack of teacher trainings program and unavailability of technical system made it limited to the classroom teaching. However, the students were aware of technical knowledge (Ciolacu, et al. 2017; Alshareef, & Tunio, 2022; Shaikh, et al., 2022; Tunio, et al., 2021; Memon, et al., 2021).
Moving towards the Education 3.0 is a student-centric approach, solution-oriented and more emphasis has been given to learners. The role of a teacher is being transformed just as a coordinator or facilitator. Technology has overtaken the traditional form of education, and delivering knowledge. The students were expected to research on their own. It could also be termed the third stage of teaching as defined by Herbert as “Reflective Level of Teaching”. It is considered as a high level of education. It encourages the learners to think beyond their capacities and develop solutions to the problem by critical thinking. Technology plays a crucial role in this segment (Abdul, et al. 2020; Hariharasudan, 2018; González-Zamar, 2020). The classrooms were not defined under the four walls, but the knowledge can be accessible to anyone, anywhere at any time.