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Abstract

An analysis of the impact of Industry 4.0 on education has revealed a strong demand for learners to possess critical thinking, evaluate data, and navigate digital systems. This study proposes a curriculum model based on deep learning principles aimed at enhancing students' critical thinking skills in technology-mediated learning environments. A qualitative methodology was adopted to examine teachers, students, and educational experts' perceptions of integrating deep learning into classroom practice. Data collection included questionnaires, classroom observations, interviews, and an extensive literature review; these were thematically analyzed for patterns related to technological adaptation, instructional challenges, and students' analytical needs. Results indicated sustained improvement in students' critical thinking skills post-application of the curriculum model. Project-based tasks involving machine-learning tools shifted student engagement from recall to deeper interaction with complex problems as they increasingly gained confidence in analyzing data content and context system outputs and justifying their choices. These gains were underpinned by changes in teaching practices characterized by dialogic questioning adopted problem-based scenarios and collaborative reasoning creating a learning environment where students felt safe testing ideas against evidence and revising conclusions based on careful consideration. The results imply that deep learning principles embedded within curriculum structures provide a pragmatic pathway toward preparing students for the analytical challenges presented by Industry 4.0; however, successful implementation necessitates robust teacher preparation, technological infrastructure, and flexibility within the curriculum itself. This study thus offers a curriculum framework that fosters reflective inquiry alongside structured experimentation and responsible use of digital tools—competencies crucial for students navigating an uncertain future characterized by rapid technological change.

Keywords

Deep Learning Critical Thinking Curriculum Development Industry 4.0 Digital Education

How to Cite

Citation Format
Raihani, A., & Nabila. (2025). Developing a Deep Learning-Based Curriculum Model to Enhance Students’ Critical Thinking Skills in the Era of Industrial Revolution 4.0. International Journal Education and Computer Studies (IJECS), 5(1), 21-30. https://doi.org/10.35870/ijecs.v5i1.3998

References

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Author Biographies

Ayu Raihani, Syiah Kuala University

Education Study Program, Faculty of Teacher Training, Universitas Syiah Kuala, Banda Aceh City, Aceh Province, Indonesia.

Nabila, Syiah Kuala University

Education Study Program, Faculty of Teacher Training, Universitas Syiah Kuala, Banda Aceh City, Aceh Province, Indonesia.

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Copyright (c) 2025 Ayu Raihani, Nabila

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