• Martina Porubčinová Slovak Academy of Sciences in Bratislava, Centre of Social and Psychological Sciences
  • Ivana Novotná Slovak University of Technology in Bratislava
  • Helena Fidlerová Slovak University of Technology in Bratislava, Faculty of Materials Science and Technology in Trnava, Institute of Industrial Engineering and Management



digital learning tools, Education 4.0, higher education institution, technological education, digital competences, augmented reality


This paper examines the use of digital learning tools in a technological higher education institution in Slovakia in the context of Industry 4.0 development. Based on a literature review and empirical findings from interviews with education professionals at higher education institutions, this article discusses the critical issues and challenges in the application of some of the Education 4.0 digital learning tools, namely Building Information Modeling (BIM) technology, augmented reality and digital game environment. In this paper, the use of digital learning tools and the collaboration of teachers and researchers are presented as a promising practice of the Slovak University of Technology in Bratislava. This higher education institution reflects current innovative trends in the Education 4.0 concept, e.g. Building Information Modeling technology and augmented reality methods are used as part of a modular learning system, using sensors in manufacturing, preventive maintenance, simulation, design, and 3D printing. Data collection was realized by web pages analysis including webpages of the faculties and by interviews in a sample of educational professionals. The key challenge for the Slovak education system is the improvement of the interconnection between the education system and the industry.The current effort of the scientists and teachers is to identify future trends, techniques, experiences, and skills needed to succeed in the education associated with the requirements of the Industry 4.0 environment. The paper discusses augmented reality with its benefits in time efficiency, ergonomics, and ecological issues. Specific challenges in Education 4.0 learning tools are analysed considering students’ age, attitude towards digital technologies, previous experiences, and situation awareness. The paper stresses the importance of strategical support of Education 4.0 digital learning tools application in the educational process in Slovakia.


Download data is not yet available.

Author Biographies

Martina Porubčinová, Slovak Academy of Sciences in Bratislava, Centre of Social and Psychological Sciences

PhD, Researcher

Ivana Novotná, Slovak University of Technology in Bratislava

University teacher, Faculty of Materials Science and Technology in Trnava, Centre of Languages, Humanities and Academic Sports

Helena Fidlerová, Slovak University of Technology in Bratislava, Faculty of Materials Science and Technology in Trnava, Institute of Industrial Engineering and Management

PhD, Senior Researcher


Strategy of the Digital Transformation of Slovakia 2030. 34p. Slovak republic, [Online].Available: (in English)

The Digital Economy and Society Index (DESI). [Online] Available: (in English)

H. Fidlerová, M. Porubčinová, M. Fero, I. Novotná, “Identification of Challenges and Opportunities for Work 4.0 Competences Developing in Slovakia.” Human Capital Formation for the Fourth Industrial Revolution, IGI Global, pp. 44-72, doi: 10.4018/978-1-5225-9810-7.ch003, ISBN: 1522598103, 2019 (in English)

OECD, OECD Skills Strategy Slovak Republic: Assessment and Recommendations. OECD, 2020.OECD Publishing, Paris. (in English)

M. Castells, “The Network Society a Cross-cultural Perspective.” Northampton: Edward Eldar Publishing, Inc. 2004. (in English)

S. Wooglar,” Reflexive Internet? The British Experience of New Electronic Technologies.” in Castells, M. at all. (Ed.), The Network Society – A Cross-cultural Perspective. Northampton: Edward Eldar Publishing, pp. 125-145, 2004 (in English)

P. Baxter, S. Jack, “Qualitative Case Study Methodology: Study Design and Implementation for Novice Researchers.” The Qualitative Report, Vol.13(4),pp. 544-559. 2008 (in English)

M. Maslarić, S. Nikoličić, D. Mirčetić, “Logistics Response to the Industry 4.0: the Physical Internet,” Open Engineering, No. 6, No. 1, pp. 511–517, 2016, doi: 10.1515/eng-2016-0073(in English)

M. Dávideková, M. Mjartan, M. Greguš, “Utilization of Virtual Reality in Education of Employees in Slovakia.” In Procedia Computer Science 113 (2017), 264 p., 2017 (in English)

L. Vieira L, Coutinho C, “Urban Games: How to Increase the Motivation, Interaction and Perceived Learning of Students in the Schools.” In: I. Management Association (eds.) Blended Learning: Concepts, Methodologies, Tools, and Applications, pp. 1318-1334. IGI Global; 2017 (in English)

D. Mourtzis. N. Boli, G. Dimitrakopulos, S. Zygomalas, A. Koutoupes, A, “Enabling Small Medium Enterprises (SMEs) to improve their potential through the Teachning Factory Paradigm.” Procedia Manufacturing, Vol. 23, pp. 183-188, 2018 (in English)

M. Shyshkina. “Holistic approach to training of ict skilled educational personnel.”ICT in Education, Research and Industrial Applications: Integration, Harmonization and Knowledge Transfer. Ed. by V.Ermolayev. CEUR Workshop Proceedings. 2013.1000 pp. 436-445 (in English)

T. Lis, B. Paula, “The Use of Cloud Computing by Students from Technical University – The Current State and Perspectives,” Procedia Computer Science, 65, pp. 1075–1084, 2015, doi: 10.1016/j.procs.2015.09.050. (in English)

G. Schuh, T. Gartzen, T. Rodenhauser, A. Marks, “Promoting Work-based Learning through INDUSTRY 4.0,” Procedia CIRP, 32, pp. 82–87, 2015, doi: 10.1016/j.procir.2015.02.213. (in English)

M. Gattullo, G. W. Scurati, M. Fiorentino, A. E. Uva, F. Ferrise, M. Bordegoni, “Towards augmented reality manuals for industry 4.0: A methodology,” Robotics and Computer-Integrated Manufacturing, Vol. 56, pp. 276–286, apr. 2019, doi: 10.1016/j.rcim.2018.10.001. (in English)

M. Straka, S. Khouri, R. Lenort, R. Besta, “Improvement of logistics in manufacturing system by the use of simulation modelling: A real industrial case study,” Adv produc engineer manag, 15, No. 1, pp. 18–30, mar. 2020, doi: 10.14743/apem2020.1.346. (in English)

H. HrablikChovanová, B. Burdejová, B., D. Babčanová, “Improving the processes for measuring the quality and work productivity through the CIM system in selected industrial enterprise.”Acta Logistica Moravica. 2/2019, 8-23, 2019. [Online].Available: (in English)

A. Richert, S. Müller, S. Schröder, S., Jeschke, “Anthropomorphism in social robotics: empirical results on human–robot interaction in hybrid production workplaces.” AI & Soc (2018) 33, pp. 413–424, 2018 (in English)

F.Quint, K.Sebastian, D. Gorecky. “A Mixed -reality Learning Environment.” Procedia Computer Science, 75, pp. 45-48, 2015 (in English)

C. A. Bolstad, “Situation Awareness: Does it Change With Age?”, Proceedings of the Human Factors and Ergonomics Society Annual Meeting, 45, No. 4, pp. 272–276, 2001, doi: 10.1177/154193120104500401 (in English)

A. Richert, M. Shehadeh, F. Willicks, S. Jeschke, “Digital Transformation of Engineering Education - Empirical Insights from Virtual Worlds and Human-Robot-Collaboration,” iJEP, 6, No. 4, p. 23, nov. 2016, doi: 10.3991/ijep.v6i4.6023. (in English)

M. Juhás, B. Juhásová, I. Halenár, “Augmented Reality in Education 4.0.” IEEE 13th International Scientific and Technical Conference on Computer Sciences and Information Technologies (CSIT2018), 2018 (in English)

L. Spendla, M. Kebisek, P. Tanuska, L. Hrcka, "Concept of predictive maintenance of production systems in accordance with industry 4.0," IEEE 15th International Symposium on Applied Machine Intelligence and Informatics (SAMI), Herl'any, 2017, pp. 000405-000410, 2017 (in English)

R. Diaz Cazanas, D.R.DelgadoSobrino, D. Cagáňová, P. Košťál, K. Velíšek, “Joint programming of production-maintenance tasks: a simulated annealing - based method.” International Journal of Simulation Modelling. Vol. 18, iss. 4, pp. 666-677, 2019 (in English)

Mission STU. [Online] Available: (in English)

M. Kozlovská. M. (2017). “Priemyselnárevolúcia a stavebníctvo. Industrial revolution and construction.” Eurostav, 12, pp. 16-20. , 2017. (in Slovak)

Aims and Parts of USP. 2013. [Online].Available: (in English)

Predictive Data Science.[Online]. Available: (in English)

Celouniverzitná licencia MATLAB na STU! MATLAB university-wide license at STU 2017. [Online]. Available: (in Slovak)

Výsledky ankety študentov STU k dištančnej metóde vzdelávania. Results of a survey of STU students on thedistancemethod of education. [Online]. Available: (in Slovak)

MTF pomáha nemocniciam. MTF helps hospitals. [Online]. Available: (in Slovak)

O. T. Murray, N. R. Olcese, “Teaching and Learning with iPads, Ready or Not?”, Techtrends, 55, No. 6, pp. 42–48, nov. 2011, doi: 10.1007/s11528-011-0540-6. (in English)

M. Thees, S. Kapp, M. P. Strzys, F. Beil, P. Lukowicz, J. Kuhn, “Effects of augmented reality on learning and cognitive load in university physics laboratory courses,” Computers in Human Behavior108, pp. 106316, júl. 2020, doi: 10.1016/j.chb.2020.106316 (in English)

V. Bykov, M. Shyshkina, “The Conceptual Basis of the University Cloud-based Learning and Research Environment Formation and Development in View of the Open Science Priorities,” Information Technologies and Learning Tools, vol 68, No.6, 2018, [Online]. Available:, doi: (in English)




How to Cite

M. Porubčinová, I. Novotná, and H. Fidlerová, “THE USE OF EDUCATION 4.0 TOOLS IN TERTIARY EDUCATION SYSTEM IN SLOVAKIA ”, ITLT, vol. 80, no. 6, pp. 161–175, Dec. 2020.



ICT and learning tools in the higher education establishments