Problem-solving to ascertain such answers consumes significant working memory resources, which renders learning less productive through an inquiry-based learning first approach. Students that struggle to manipulate multiple learning elements and to engage in learning high element interactivity concepts in science tend to find an explicit instruction first approach more effective . Furthermore, information-processing theories related to explicit instruction impose a limit on the amount of information that a student can process before overloading their working memory . Extensive student practice and frequent effortless recall from explicit instruction allows space in the working memory for knowledge transfer to the long-term memory. The emergence of Industry 4.0 compels students to engage in lifelong learning to develop a wider range of multidisciplinary competencies within future education and learning systems .