Abstract

The Fourth Industrial Revolution reshapes manufacturing and workforce demands, yet a persistent gap remains between industry needs and engineering education. While proficiency in industrial robotics, adaptive control, and automation becomes critical, traditional education struggles to bridge the theory-practice divide. This systematic review examines technology transfer from factory to classroom to develop authentic Industry 4.0 competencies. Following PRISMA 2020 guidelines, we synthesized 52 empirical studies (2019-2025) focusing on technology complexity, pedagogical approaches, and learning outcomes. Random-effects meta-analysis of I-2 representative studies reveals large positive effects: Hedges' g of 0.786 (95% CI: 0.726-0.846, p < 0.001) with homogeneous effects (I-2 = 0.00%, p = 0.464), indicating robust generalizability. However, critical gaps emerged: only 7.7% employ actual industrial manipulators versus educational kits, adaptive control pedagogy remains limited, and fault-tolerant systems teaching receives minimal attention. Technology complexity analysis reveals clear progression from educational kits through semi-industrial platforms to industrial systems, with significant differential effects on transferable skills (r = 0.68, p < 0.001). This study proposes the ARC Framework integrating technology taxonomy, competency progression, pedagogical strategies, and assessment rubrics. Cost-effectiveness analysis demonstrates remote labs optimize impact-per-investment ratios ($45 vs. $280 per student), providing an evidence-based framework for technology transfer in engineering education.