Mafukidze Harry D.Sadock BrianChitiza KennedyNechibvute Action2026-06-082025https://orcid.org/0000-0001-8534-6139https://dzimbahwehub.gzu.ac.zw/handle/123456789/1031The Fourth Industrial Revolution (4IR or Industry 4.0) presents a significant shift in the operation of industries and economies. It is a manufacturing paradigm that integrates cyber-physical systems, artificial intelligence (AI), robotics, and the Internet of Things (IoT) to create more intelligent, connected industrial systems. Unlike previous industrial revolutions, 4IR offers unprecedented advances, enabling machines to learn, adapt, and make decisions in manufacturing environments. However, operating, maintaining, and integrating these emerging technologies requires dedicated skill sets to thrive in this new landscape. The purpose of this work is to develop a pedagogical framework to promote key skills needed for the fourth industrial revolution and the implementation of its curriculum in tertiary education institutions in Zimbabwe. Quantitative and qualitative data were collected via stakeholder engagements, online surveys, and interviews with educators and captains of industry. This study developed a comprehensive framework for 4IR education within tertiary institutions from four skill sets: general, soft skills, hard skills, and critical skills. The framework will play a key role in the effective upskilling of communities in the 4IR, especially those in low-resource Sub Saharan regionsen-UScomponentformattingstylestylinginsertArticle