Academic tutoring and the assumptions of education 4.0. Towards a personalised approach and building a learning culture at the university

Given the rapid and unpredictable changes taking place in all areas of human activity, there is a need to rethink the role of education in such a dynamic environment, and searching for answers to the question of what kind of competence and skills are needed by students and university alumni is of high importance. It is crucial to consider what and how to teach in order to meet the requirements of the 4.0 economy. An answer to the challenges of education 4.0 would appear to be an individualised approach based on an authentic relationship between the teacher and the learner. The authors of this paper present tutoring as a method of personalised education, based on relationships, as a response to the needs of contemporary education. This paper consists of a theoretical part in which the authors discuss the origins and assumptions of tutoring, placing them in the context of education 4.0, and a research part, in the form of a thematic analysis of statements given during focus group interviews, the aim of which was to identify changes that occur in relation to teachers, students and at the organisational level after the implementation of tutoring in the Poznań University of Economics and Business. The results obtained during the analysis not only enrich the theoretical aspect of education 4.0, but also have practical value, as they show educational solutions whose application strengthens the creation of an environment in which future competences and the learning culture are developed through tutoring.