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This study aims to study the opinions of the teachers on the functioning of the schools from the perspective of education 4.0.The dimensions to be studied in the framework of education 4.0 have been determined in the form of remote learning practices, asynchronous-synchronous training, mixed training, project-based learning, virtual-updated reality, artificial intelligence, robotic coding practices and teacher robots.The research was conducted in the 2019 -2020 educational year with six teachers of information technology who work in the secondary school stage associated with the Ministry of National Education.The data was collected in a semi-configured interview form.This study, designed as a qualitative case study, has taken advantage of the thematic content analysis method.When the findings were studied, the size of distance learning practices emphasized the reverse-face training model and measurement evaluation systems on how distance learning will be formed in the future.The positive reflections in mixed education are expressed as the student’s activity in the learning process and the provision of wealth in the learning environments, however, the existence of problems caused by technical failures, physical failures, the difficulties experienced in the planning of the process have been negative.In the project-based education size, the role of students and teachers varies and in schools projects such as tubi·tak 4006, fll (first lego league) are frequently carried out.Participants concerned with the extent of increased and virtual reality have pointed out that the students are able to learn permanently, but there are also material deficiencies and hardware deficiencies.It has been stated that the practices of artificial intelligence have made a significant change in taking into account individual differences.Robotic coding practices have been emphasized to be effective in providing creativity and concretization in students, but the participants have also said that robots can be a helpful tool in the classes.This is supported by the view that the place of teachers in the education of robots cannot go beyond being a tool.In schools, education 4.0 technologies and individual differences generally gained importance, attracting students’ interest, giving students the opportunity to be active in learning, and as a result, increasing their motivation to teach.The limitations of education 4.0 technologies include the lack of material, hardware problems, the excess cost of hardware and software, and the lack of teachers’ level of technology reading.Keywords: Education 4.0, the functioning of schools, change, artificial intelligence, robots, computer and globalization, the information society, which brings learning and school to the forefront, also leads individuals to the direction of non-school learning environments.Schools that need to be the leader in change are difficult to adapt to change (yavuz, 2016).The academic department is expected to focus on educational research in the fields such as improving the quality of education in the universities August 21-22,2020 proceedings book www.izdas.org, integrating teacher candidates with technology, developing innovative products with them, developing digital literature.In the context of industry 4.0, the study in the field of education in our country (Rail, 2018; Öztemel, 2018), but mostly there are some findings concerning the transformations in education in the framework of education 4.0, where the opinions of graduate students on the concept of education 4.0 are addressed (Eccoch and Square, 2019) but the opinions of teachers who are among the most important actors in this change are not applied to education 4.0.Education 4.0 has been defined in the form of remote education practices, asynchronous education, mixed education, project-based learning, virtual-adjusted reality, artificial intelligence, robotic coding practices and teacher robots, and in this study it aims to study the opinions of teachers on the functioning of schools from the perspective of education 4.0.Conceptual Framework Education 4.0 Concept Industry 4.0, which we are talking about today, artificial intelligence, machine learning, robotics, nanotechnology, 3D printers and evolution in genetics and biotechnology, smart houses, factories, farms, cuisine, cities, such as science fiction films, technological developments are rapidly incorporated into our daily life.The first industrial revolution, the invention of steam machinery; the second industrial revolution, the mass production of electrical technologies, the third industrial revolution, computers, robotic automation systems and the fourth industrial revolution, and the fourth industrial revolution, are the period in which the intelligent technologies and the human "kill power" are eliminated and the machines communicate with each other.Industry 4.0 will design the desired technology in all fields, advancedThis study aims to study the opinions of the teachers on the functioning of the schools from the perspective of education 4.0.The dimensions to be studied in the framework of education 4.0 have been determined in the form of remote learning practices, asynchronous-synchronous training, mixed training, project-based learning, virtual-updated reality, artificial intelligence, robotic coding practices and teacher robots.The research was conducted in the 2019 -2020 educational year with six teachers of information technology who work in the secondary school stage associated with the Ministry of National Education.The data was collected in a semi-configured interview form.This study, designed as a qualitative case study, has taken advantage of the thematic content analysis method.When the findings were studied, the size of distance learning practices emphasized the reverse-face training model and measurement evaluation systems on how distance learning will be formed in the future.The positive reflections in mixed education are expressed as the student’s activity in the learning process and the provision of wealth in the learning environments, however, the existence of problems caused by technical failures, physical failures, the difficulties experienced in the planning of the process have been negative.In the project-based education size, the role of students and teachers varies and in schools projects such as tubi·tak 4006, fll (first lego league) are frequently carried out.Participants concerned with the extent of increased and virtual reality have pointed out that the students are able to learn permanently, but there are also material deficiencies and hardware deficiencies.It has been stated that the practices of artificial intelligence have made a significant change in taking into account individual differences.Robotic coding practices have been emphasized to be effective in providing creativity and concretization in students, but the participants have also said that robots can be a helpful tool in the classes.This is supported by the view that the place of teachers in the education of robots cannot go beyond being a tool.In schools, education 4.0 technologies and individual differences generally gained importance, attracting students’ interest, giving students the opportunity to be active in learning, and as a result, increasing their motivation to teach.The limitations of education 4.0 technologies include the lack of material, hardware problems, the excess cost of hardware and software, and the lack of teachers’ level of technology reading.Keywords: Education 4.0, the functioning of schools, change, artificial intelligence, robots, computer and globalization, the information society, which brings learning and school to the forefront, also leads individuals to the direction of non-school learning environments.Schools that need to be the leader in change are difficult to adapt to change (yavuz, 2016).The academic department is expected to focus on educational research in the fields such as improving the quality of education in the universities August 21-22,2020 proceedings book www.izdas.org, integrating teacher candidates with technology, developing innovative products with them, developing digital literature.In the context of industry 4.0, the study in the field of education in our country (Rail, 2018; Öztemel, 2018), but mostly there are some findings concerning the transformations in education in the framework of education 4.0, where the opinions of graduate students on the concept of education 4.0 are addressed (Eccoch and Square, 2019) but the opinions of teachers who are among the most important actors in this change are not applied to education 4.0.Education 4.0 has been defined in the form of remote education practices, asynchronous education, mixed education, project-based learning, virtual-adjusted reality, artificial intelligence, robotic coding practices and teacher robots, and in this study it aims to study the opinions of teachers on the functioning of schools from the perspective of education 4.0.Conceptual Framework Education 4.0 Concept Industry 4.0, which we are talking about today, artificial intelligence, machine learning, robotics, nanotechnology, 3D printers and evolution in genetics and biotechnology, smart houses, factories, farms, cuisine, cities, such as science fiction films, technological developments are rapidly incorporated into our daily life.The first industrial revolution, the invention of steam machinery; the second industrial revolution, the mass production of electrical technologies, the third industrial revolution, computers, robotic automation systems and the fourth industrial revolution, and the fourth industrial revolution, are the period in which the intelligent technologies and the human "kill power" are eliminated and the machines communicate with each other.Industry 4.0 will design the desired technology in all fields, advanced
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