The following research presents the results of the Pedagogy Department of the Universidad Simón Bolívar, aimed at diagnosing the perception, knowledge and use of emerging technologies within the framework of Education 4.0. Through a quantitative approach, a survey was applied to 512 teachers from the Barranquilla and Cúcuta campuses, evaluating dimensions such as technological knowledge, infrastructure, adaptability and the future vision of education. The findings indicate that 58% of teachers have a basic understanding of Education 4.0, with artificial intelligence, data analytics and adaptive learning being the most familiar technologies. Despite the limited use of these tools in the classroom, 96% of teachers expressed a willingness to learn and apply emerging technologies in their teaching. The need for training, additional technological resources (simulators, tablets and virtual reality glasses), and institutional support for effective implementation was identified.

The project aimed to diagnose the level of knowledge and use of emerging technologies among teachers at the Universidad Simón Bolívar. To this end, a quantitative methodology with a mixed approach was adopted, using a survey as an instrument. This survey was evaluated by three experts in the areas of education and educational technology, and consisted of 12 questions distributed in 5 categories: general knowledge of emerging technologies, use in the classroom, perception of effectiveness, barriers to implementation and training needs.

The results obtained provide a clear picture of how teachers perceive and use emerging technologies in their educational practices. Various levels of familiarity and use of these technologies were identified, as well as several barriers to effective implementation, such as lack of adequate training and insufficient technological resources. In addition, teachers expressed a generally positive attitude towards the incorporation of emerging technologies, recognising their potential to enrich the teaching-learning process.

These findings provide a solid basis for developing strategies to promote innovation and continuous improvement in teaching. Recommendations include the implementation of continuous training programmes for teachers, the improvement of technological infrastructure and the creation of communities of practice to share experiences and best practices.

Education 4.0 represents a significant opportunity to transform education through the integration of emerging technologies. This study underlines the importance of supporting teachers in this process by providing the necessary resources and training to enable them to inspire, innovate and educate effectively in the digital age.

Keywords: Education 4.0, Emerging technologies, Digital transformation, University teachers, Educational innovation, Artificial intelligence, Augmented and virtual reality, Teacher training, Digital educational resources, Technological adaptability.