Abstract
As the Fourth Industrial Revolution (4IR/Industry 4.0) continues to be realised through technological advances and social shifts, it has become evident that the future job market remains unpredictable and will continuously evolve. To accommodate the inevitable changes future generations will experience, teaching and learning environments are adapting their approaches. Instead of purely focusing on hard skills, the importance of conveying soft skills is increasingly recognised. Pedagogical experts have pulled the 4 C’s into focus as important 21st-century skills: critical thinking, creativity, communication, and collaboration. The connection between these soft skills, lateral, right-brain thinking, and female qualities is often drawn. This study's methodology explored and synthesised literature across various fields to map key concepts, establish new connections, and explore whether women may inherently possess skills aligned with future workplace demands shaped by the Fourth Industrial Revolution. Digital native characteristics are examined through Generational Theory, highlighting the benefits that soft skills will have for future generations. Additionally, literature on 21st-century skills is examined, and the differences between left and right brain characteristics are analysed to assess the importance of right-brain thinking in future workplaces. Lastly, gender-related qualities are evaluated to determine whether women may have an advantage in the evolving job market. By connecting these perspectives, the study aims to evaluate whether or not women may have the upper hand in the future working world. The study finds no concrete evidence that women inherently possess superior traits for future workplace demands, though the 4IR's emphasis on soft skills and inclusivity could enhance female participation. However, challenges like the lack of role models and digital echo chambers may still impede progress.