**1. Introduction**

The educational settings have changed drastically starting with Education 1.0 in ancient and Middle ages, which was limited to few privileged and religious people in church or mosque. And it was person to person and limited to debate on religion and social aspects focusing on personalized education of a small population, and using informal and traditional educational methods, which later turned into schools. This type of education became popular through the introduction of informal education in countries like Israel, Greece, China, and India targeting elite people with boys only. Education for girls became prominent together with the type of formal education led by the priests developed with more awareness on education in the Middle Ages together with the ascendance of religious beliefs in India and Western Europe as well as the dominance of scientific research in Italy.

The invention of the printing press and knowledge dissemination changed the concept of education focusing on providing people with some basic skills and learning skills after the Industrial Revolution and during the Renaissance age. This caused more enrollments in school introducing social developments as education became the main responsibility of the states. Teaching process developed, and higher education concept focused formally on both academics and research developed in Education 2.0 with the establishment of universities and progress in printing. During this era, few leading universities like Columbia, Harvard, and Yale were established in America and scholars of this new era provided practical learning with students to teach how to deal with their economic, social, and political affairs more effectively than focusing on religion and its aspects of Latin and Greek classics.

Establishment of some big universities like Harvard, Princeton, and Yale and transition from manuscript to printing as a scientific revolution opened a new era, in which technology has affected almost every single thing in daily life today in the new millennium. Moreover, the rise of Internet together with information technology has made substantial changes in the delivery mode introducing a platform of technology for learning and Education 3.0 was no exception. The shift from Education 2.0–3.0 took a great time providing major changes and a great increase in global demand for education. In other words, being a facilitator became the teacher role rather than an instructor to a facilitator, and the technology introduced different programs of distance and online. At the beginning of this era, massive public investments were created; but now private investment and donations have been given priority in funding. On the other hand, the traditional classroom will be equipped with the new teaching tools and technologies aiming to help learners learn virtually and present targeted information to them in an effective way.

Global connectivity, smart machines, and new media have introduced a new phase which has massively extended access to education and made changes in the ways students develop the skills required for the future. Furthermore, a "100 year life" concept will be essential, and learning will be given more time in this period because people will want to have more careers, which requires fundamental reeducating. This reeducating process will certainly require the acquisition of new knowledge and different skills to keep pace.

The ecosystem in Education 4.0 will put learning and learner at the center, and different forms of learning such as peer learning and reflective learning will be of paramount importance and that will make teacher facilitators to organize different learning contexts. This type of shared learning and learner-centeredness will definitely demand different tasks and responsibilities for students and teachers to manage more competitive and innovative contexts introduced by the learner-based innovations. However, the new Education 4.0 should be redefined and it is new challenge. There will be more innovative, intelligent, and creative learners, and they should be identified. What does this new challenge mean for the learner then? Learners, within this context, should search for the learning outcomes regarding the learning management by the teacher. This is what we call reflection and reflective process bringing the teacher in the mirror and making him or her reflective for leadership positions required by the globalized knowledge society in the future.

#### **2. Changes in education ecosystem**

Putting the learners at the center of the ecosystem, Education 4.0 authorizes them to build individual roads to achieve the targets. Whatever presented in Education 4.0 contexts has developed certain technological innovations as well as economic and social ones having a great impact on development of

#### *Student Leadership 4.0 DOI: http://dx.doi.org/10.5772/intechopen.90563*

educational systems. That is to say, educational systems and social systems change simultaneously, and this phase impacts environment and social paradigms, which will naturally transform the ways students are motivated. Because these students have different career expectations, and they need to understand education ecosystems better. This comprehensive understanding includes acquisition of different skills and human capital forming the essence of the education ecosystems.

A shift from a formal educational system to a learning system based on personto-person today seems to have provided a wide variety of opportunities of learning accompanied by the increased use of technology.

Fisk [1] has outlined nine trends standing out among the general changes and innovations introduced in learning:


As can be seen from the trends standing out among the general changes and innovations introduced in learning, they are provocative and actually far-reaching challenges for learners. That is why learners need new educational resources and

tools to be able to develop required knowledge and skills to show their real performance and adapt to new requirements in structuring their learning paths.
