The acceleration of Industry 4.0 has fundamentally reshaped the demands placed on engineering technology education, particularly within a volatile, uncertain, complex, and ambiguous (VUCA) environment. While higher education institutions have responded through Education 4.0 initiatives, the dynamic and systemic nature of these transformations remains insufficiently theorized. This qualitative study adopts a System Dynamics perspective to examine how Industry 4.0 influences engineering technology education, with particular attention to feedback structures, adaptation pressures, and capability development over time. Using causal loop diagramming as the primary analytical tool, the research synthesizes insights from the Industry 4.0, Education 4.0, and engineering education literature to identify reinforcing and balancing feedback loops shaping educational responsiveness. The findings reveal that misalignment between technological adoption, pedagogical transformation, staff capability, and institutional governance generates systemic delays and unintended consequences, constraining effective curriculum renewal. Conversely, reinforcing loops linking digital capability development, industry collaboration, and adaptive learning design enable long-term system resilience. The study contributes a dynamic explanatory model that advances understanding beyond linear reform narratives. It concludes that engineering technology education requires system-aware interventions that explicitly manage feedback, delays, and trade-offs to remain responsive and sustainable under VUCA conditions.