The fast-evolving labor market requires a transformative educational approach that aligns curricula with the competencies demanded by employers. This is in line with Education 4.0 framework, which focuses not only on providing learners with knowledge but also on developing critical abilities, skills, and values necessary for success in dynamic, technology-driven environments. This study presents a structured method for redesigning courses to integrate essential skills such as problem-solving and critical thinking, along with values like adaptability and curiosity, into course materials and assessments. The method was developed iteratively, integrating insights from literature reviews, workshops, and interviews with instructors. The result is a comprehensive tool that offers practical guidelines for enhancing educational content and ensuring alignment with Education 4.0 principles.

The proposed method incorporates 16 detailed tables, which serve as self-assessment checklists and actionable guides for instructors, addressing key elements such as problem-solving, critical thinking, adaptability, and curiosity in both course materials and assessments. These checklists enable instructors to evaluate how well their courses align with desired competencies. Additionally, the action tables provide detailed recommendations for improvement based on assessment results. The method assesses the alignment of courses with the selected emphasized elements namely, problem-solving, critical thinking, adaptability, and curiosity. This will guide instructors in taking targeted actions to strengthen areas where competencies are lacking. The recommended actions are also tailored according to the level of alignment of the courses with the Education 4.0 framework.

The method was developed and tested through workshops and experimentation sessions with university instructors from different programs. Feedback highlighted its effectiveness in identifying gaps in course design and providing actionable steps for improvement. Instructors appreciated the clarity of the checklists and the adaptability of the action tables, which enabled them to customize interventions for their specific course contexts. The iterative nature of the development process ensured that the method remained user-friendly, flexible, and practical across diverse academic disciplines.

This paper's scientific contribution lies in its novel, systematic approach to operationalizing the Education 4.0 framework through a replicable methodology for incorporating critical skills and values into higher education curricula. By bridging the gap between theoretical concepts and practical application, it provides educators with actionable tools to redesign courses in alignment with workforce needs. Grounded in empirical testing and educator feedback, the iterative development process ensures the method's relevance and adaptability across diverse educational contexts. This method supports instructors in designing meaningful, student-centered learning experiences and promotes lifelong learning skills essential for thriving in a dynamic and complex world.

Keywords: Education 4.0, course redesign, problem-solving, critical thinking, curiosity, adaptability.