The changes that are under way affecting both the new generations called Generation X, Y and Z (Zemke et al., 2000; Cennamo & Gardner, 2008; Goh & Lee, 2018) and the job market make a strong case for inevitable changes on how educational and training systems prepare todays and future generations. The recent technological developments leading to a greater digital component (CEDEFOP, 2018) and even more intensify by the COVID 19 crisis are inciting changes in the skills needed to deal with these challenges. It was estimated that 85% to 90% of jobs will require skills in Information and Communication Technologies (ICT) by 2020 (CEDEFOP, 2018). However, 1/3 of the workforce in OECD countries has low digital literacy and 56% of the world population has no ICT skills. The need for digital skills is also supported by the fact that ICTs has impact in polarizing wages (OECD, 2018). Moreover, the blurred frontier between the tasks performed by humans and those performed by machines and algorithms, give us an opportunity to ensure that these transformations lead to a new age of ethically work, good jobs and improved quality of life (World Economic Forum, 2020).

The “industry 4.0” consists in the fusion of production methods with the latest developments in information and communication technology, including: continuous connectivity, cybersecurity, intelligent robotics, network integration of computer systems, cloud computing, the internet of things (IoT), the internet of services (IoS), cyber-physical systems (CPS), massive data analysis, 3D printing, artificial intelligence (AI), machine learning, virtual reality (VR), augmented reality (AR) and computer vision. All these technologies are mandatory for the automation of production processes and the consequent improvement in the productivity of industrial systems (Angelov, 2013). The combination of all these new processes, as well as the adoption of algorithms, the application of large amounts of data analysis - big data - and the use of robots will change not only the industry but the whole social development (Santos, 2017).

Within the scope of Educational Sciences, this proposal aims to bring to discussion the trainer’s perceptions about future needs in terms of their training competences in the scope of “industry 4.0”. The research question underlying this paper is: (i) how industry related trainers interpret the changing context and consider to be the necessary training competences for their profession and (ii) what do they consider to be the necessary training dimensions to integrate challenges of the i4.0 in the job market?

This paper aims to provide an overview of Portuguese trainer’s perspective in the future competences needed in their practice. This perspective it’s not limited to the industry 4.0 sector, but in a wider view, namely:  1) their knowledge on the concepts of industry 4.0 and digital natives, 2) their learning and practice within the scope of i4.0 and in which dimensions, 3) the changes made in their pedagogical practice due to this 4^th industrial revolution, 4) which skills they consider essential for the future of workers, 5) the need to acquire or update knowledge in the training dimensions defined by the Portuguese training system, 6) the extend need to update the Portuguese training of trainers framework, 7) the emergent and more important training areas for the future of the training and 8) the changes they anticipate in the world of work in 5-10 years. By questioning this we are also contributing to anticipate some of the training needs and major topics for the near future and take proactive measures in terms of the Portuguese industry, job market and social changes helping to ease the transition of workers into more sustainable job opportunities (World Economic Forum, 2020).

This paper will focus on quantitative data from a questionnaire designed to understand industry 4.0 and the future competences needed to answer to this technological and digital transformation, since it will require a greater specialization in work occupations and skills and, simultaneously, the acquisition of new skills by workers (Carvalho, 2017). The data analysis is based on the answers from an online questionnaire (ongoing) addressed to the Portuguese trainers. The questionnaire includes a set of 30 questions, from where 24 are closed questions and 6 are open questions regarding their own interpretation and view on the concepts of “industry 4.0” and “digital natives” and the changes they already made in their pedagogical practice or they foresee in the future of work. These questions will allow the collection of data in extension not only quantitative but also qualitative, which is our objective, given the broad geographical and activity scope that we intend to reach (Vogt, 1993). According to the national statistics (IEFP, 2020) Portugal has a population of 350.000 certified trainers. The questionnaire was sent to this population and collected between December 2020 and March 2021. Until now ow we have 312 valid answers and foresee a representative sample of our universe, using probability sampling procedures that will allow us to employ tests of statistical significance and error that will allow inferences to all trainer’s population (Bryman, 2012).

We are still in the ongoing process of collecting questionnaires and for that reason we can only make preliminary conclusions. As the advancements in technology continues to transform the world of work, the requirements for delivering training will also be impacted. Consequently, the trainer’s profile will need to be updated, as 81% of trainer’s states that is “Necessary” or “Extremely Necessary” that the Portuguese Training of Trainers Framework will be updated. Education and training systems have grown increasingly disconnected from the realities and needs of global economies, societies and individuals (World Economic Forum, 2020). This is stated in the 45% of the trainers that are not familiar with “industry 4.0” concept, the 34% does not know the “digital natives” concept or the 84% that never attend a training courses within the scope of industry 4.0. Only 16% admitted that the changes associated with i4.0 already led to the need to adpat their professional practice. Preliminary findings allow us to say that “Cognitive Flexibility/Adaptability” (84%), “Teamwork” (81%) and “Creativity” (76%) are considering the 3 more essential skills for the future of workers regardless of the area where they work. The need to acquire knowledge about new teaching-learning methodologies adapted to the new technological dimensions (82%), new technologies (80%) and new and diversified pedagogical strategies (79%) also reflets the need to transition training systems to ones designed for the 4th Industrial Revolution with a huge potential to better prepare individuals for the future of work, revive pathways to social mobility, improve productivity and enhance social cohesion (World Economic Forum, 2020).

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