The fourth industrial revolution has been discussed generously in literature, as it centers around offering high value and customized products or services to the consumer by harnessing the potential of cutting-edge technologies. It comes as no surprise that it has brought about a paradigm shift in the manufacturing and services sector; however, it is imperative to analyze the variables which influence its adoption. Although there has been an increasing number of studies helping us to understand the adoption of Industry 4.0, there is no structured and process-oriented implementation roadmap that brings together contextual factors for the adoption, nor a step-by-step methodology regarding improvements. Therefore, the authors have conducted a review in which the barriers to Industry 4.0 adoption have been analyzed in a manufacturing context and their corresponding drivers have been discussed. The study reveals that top management commitment, clear strategy, and a skilled workforce play a significant role in the adoption of Industry 4.0 technologies. Afterwards, the authors have developed a conceptual framework for Industry 4.0 adoption by combining DMAIC with a Technology–Organization–Environment (TOE) framework. The recommended framework is designed to facilitate sustainable digital transformation, helping organizations navigate through a structured ability-building process, upskill their workforce, and embrace technologies that align with sustainability objectives. From an academic perspective, the research makes key contributions to technology management literature by utilizing the TOE approach in a proper manner through DMAIC principles. For practitioners, the research work provides an easy four-step process that can assist them in adopting Industry 4.0 technologies in a proper manner.

The aim of this study is to investigate how postgraduate English as a Foreign Language (EFL) students perceive the impact of the Postgraduate Professional Diploma in Teaching program on promoting effective education for sustainable development (ESD). The study employed a descriptive approach, involving 228 participants. The study employed a 28-item questionnaire, and the data were analyzed using IBM SPSS Statistics software. The findings suggest that participants believe the program employs strategic actions and policies to achieve its long-term development goals for effective English teaching. The results also showed that participants place a high value on the program because it encourages innovative efforts to enhance the quality of learning, provides them with a range of assessment tools to help teach English effectively in the long term, and offers students opportunities to practice feedback techniques that enhance learning in the classroom. Furthermore, because participants were exposed to a pre-service training program in an effective manner, the results demonstrated statistically significant differences among participants regarding the program's impact on promoting effective ESD based on the study's variables. According to the study, it is also necessary to incorporate sustainable development concerns into English instruction and provide participants with information about the benefits of sustainable development.