In this research, it is aimed to determine the school managers’, teachers’ and students’ characteristics of Education 4.0 according to opinions of educational experts. The study, which is a qualitative one, was designed by using basic qualitative research model. Participants of the study consisted of 10 faculty members, selected with snowball sampling method. Data of the study was collected via semi-structured interview form. To analyze data, content analysis technique will be used. It is expected to operationalize Education 4.0 revolution in education system for the case of Turkish Education System. According to findings, open access, individualized education, mental transformation, integration of digital technologies to education, seamless learning environments, lifelong learning, exploratory education and multidisciplinary education are the main components defining Education 4.0. It was found that the main qualities expected from the students of Education 4.0 are cooperation-communication skills, technological skills, learning skills and personal characteristics. The main qualifications expected from the teachers of Education 4.0 are technological skills, guidance skills, lifelong learning skills and personal characteristics. Lastly, the main qualifications expected from the school managers of Education 4.0 are guidance skills, technological skills, learning skills and technical skills.

中文翻译：

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教育4.0：定义教师，学生和学校管理者的变革方面

本研究旨在根据教育专家的意见确定学校管理者，教师和学生的教育4.0特征。本研究是定性研究，是使用基本定性研究模型设计的。该研究的参与者由10位教职员工组成，他们采用雪球采样方法进行了选择。研究数据通过半结构化访谈表收集。为了分析数据，将使用内容分析技术。在土耳其教育系统的情况下，有望实现教育系统的教育4.0革命。根据调查结果，开放获取，个性化教育，思维转变，数字技术与教育的整合，无缝学习环境，终身学习，探索性教育和多学科教育是定义教育4.0的主要组成部分。研究发现，教育4.0的学生所期望的主要素质是合作交流能力，技术能力，学习能力和个人特征。教育4.0老师期望获得的主要资格是技术技能，指导技能，终身学习技能和个人特征。最后，教育4.0的学校管理人员期望获得的主要资格是指导技能，技术技能，学习技能和技术技能。教育4.0老师期望获得的主要资格是技术技能，指导技能，终身学习技能和个人特征。最后，教育4.0的学校管理人员期望获得的主要资格是指导技能，技术技能，学习技能和技术技能。教育4.0老师期望获得的主要资格是技术技能，指导技能，终身学习技能和个人特征。最后，教育4.0的学校管理人员期望获得的主要资格是指导技能，技术技能，学习技能和技术技能。