Reengineering of the teaching processes for managers of Industry 4.0

Purpose: The aim of this article is to indicate a direction of teaching conditions under the technology development related to industries 4.0, 5.0 and successive N.0. Another dimension of this phenomenon is the change of educational paradigm from teaching to constant selfeducation. Examples of such activities, carried out at the Wroclaw University of Economics and Business, will be presented in the article. Design/methodology/approach: The main method are case studies of different types of classes at the Wroclaw University of Economics and Business. The scope of research paper includes three key elements. First, a description of modern technologies supporting the educational and work-related processes. Second, the imperative of teaching processes change determined by technology development as well as new scientific achievements in business and management. Finally, the combination of two mentioned elements in the context of demand for industry 4.0 managers. Findings: The article advocates the paradigm shift in education. Following methods and directions of this change are discussed: Design Thinking framework; redefinition of the lecturer role; moving away from lectures towards other forms of classes (e.g. workshops, laboratories, exercises, seminars) and withdrawal from grading; courses reorganization; switch from single courses to modules, educational paths or cycles. Practical implications: Case studies from the author’s home academy, the Wroclaw University of Economics and Business. Those studies can be considered good practices and valuable benchmark for other organizations. Social implications: Changing the thinking paradigm of management, teaching conditions, and the lecturer role has the crucial meaning in the information society. Originality/value: The article presents the need of teaching paradigm change across the business higher education. The research paper also discusses the change in work processes due to the usage of newest technologies. In addition, the author believes that popular tools like Teams, Zoom, Slack, Miro, Mural etc., are already outdated, and the new generation of technologies based on augmented reality opens up new perspectives for the organization of work and teaching-related processes. The article is dedicated to academic staff as well as to students, graduates and managers.