**Abstract**

Our world has been introduced with strong changes leading to transformation from agricultural society to industrial society innovating more advancement in IT and innovation called as the Economy 4.0 era. These changes have also introduced new challenges for teachers and learners in educational settings. This shift gives students new tasks to take greater ownership of their own learning within the change processes of their learning communities and schools and, in the long run, to initiate more actively in the democratic processes and systems of their civic society. This type of ownership requires students to be reflective and autonomous. In other words, reflection gives students a chance to self-evaluate their learning practices making them rethink on their actual learning practices. Providing an overview of the existing evidence and theoretical approaches in relation to student forms of leadership and including an evidence review of enablers of student leadership and barriers to student leadership, this paper highlights the road map for institutions of education and policymakers to adopt and adapt to this change. As the need for innovative teaching technologies and better learning opportunities is transforming student demands, thus bringing in changes to the idea of learning itself. It also includes a brief description of how reflection in Education 4.0 should be framed to support learning management, which must respond to the changes in social and economy environment to cater the human capital need. Finally, it concludes with how learning communities according to Education 4.0 are promoted providing readers with a broad overview of student leadership presenting some practices of student voice, participation, and leadership implemented by schools.

**Keywords:** student leadership, education 4.0, reflection, student voice and participation
