Pedagogical Disruption in Supply Chain Education: How Generation Z's Digital-Native Learning Demands are Reshaping Industry 4.0 Workforce Preparation for 2035

Abstract

This study examines the fundamental pedagogical disruption occurring in supply chain management education as Generation Z students demand learning approaches that align with their digital-native characteristics. The research investigates how traditional educational methodologies in sustainable supply chain management are becoming increasingly inadequate for preparing students for Industry 4.0 workforce demands by 2035. This viewpoint paper employs a systematic analysis framework combining current Generation Z learning preference research, Industry 4.0 technological advancement trajectories, and existing gaps in supply chain management education. The analysis synthesizes emerging pedagogical trends with workforce development requirements to propose a transformative educational framework. Findings reveal that traditional supply chain education misaligns with Generation Z's digital preferences, inadequately preparing students for 2035 hyperautomated environments, thus requiring micro-learning, gamification, and AI-enhanced pedagogical transformation. This research represents the first comprehensive examination linking Generation Z pedagogical requirements specifically to supply chain management education for Industry 4.0 transition. The study introduces a novel framework addressing the intersection of digital-native learning characteristics, sustainable supply chain education, and future workforce preparation demands. Future empirical research should validate the proposed pedagogical framework across diverse educational institutions. Educational institutions must redesign supply chain management curricula incorporating visual learning, gamification, and collaborative digital platforms. Successful pedagogical transformation will bridge the growing skills gap between traditional educational outputs and Industry 4.0 workforce requirements.