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The emergence of Industry 4.0 paradigms has been forcing and changing the landscape aspect of engineering education, as seen in agro-industrial engineering body of knowledge (AIEBoK). These paradigms push to adapt and to prepare a new approach for curriculum content and delivery. It is urgent to re-think and redefine how to prepare a newer perspective into the three combined disciplines that form AIE-BoK, namely Industrial and system engineering, process/bioprocess engineering, and industrial environmental engineering. They should clearly intertwine their relevance in parallel with pillars of the industry 4.0. These stakeholder’s requirements are the main motivation of this work. Within Industry 4.0 vision, AIE-BoK is investigated on how disruptive technologies play a role in changes. Some issues related to how to utilize common connectivity in technology advancement and to push a relevant curriculum both content and structure are discussed. In order to construct a new map and landscape of curriculum relevancy, it continues with the discussion of how and where agro-industrial engineering education attempts to interpret new roles in industrial revolution 4.0. Along with the consideration of how this interpretation potentially changes agro-industrial products, services, and manufacturing. In closing, a discussion of how agro-industrial engineering curriculum should respond is briefly discussed.

Linking agro-industrial engineering body of knowledge with industry 4.0: A case study of agro-industrial engineering study program at IPB University