In the last few years, several factors forced project management lecturers to rethink their courses. New project management approaches and topics have emerged and become relevant, which made it necessary that the current approaches of project management (PM) education should be reassessed (Berggren & Soderlund, 2008; Cicmil et al., 2006; Winter et al., 2006). In parallel, higher education has become increasingly market-driven globally, and new concepts of the student-university relationship have emerged (Tomlinson, 2016). The university-labour market partnerships have also got a growing attention and practitioners are often invited into the education and into the program development. Different generations characteristics should also be considered when lecturers are updating their project management courses, especially when they are considering education approaches and teaching methods (Magano et al., 2021). Higher education is currently in the period what is known as Education 4.0, which comes along with the fourth industrial revolution, the emergence of new technologies and pedagogical procedures, and it could be characterized by four components; competencies, learning methods, information and communication technologies and infrastructure (Miranda et al., 2021). In this explorative research, eight semi-structured interviews were conducted with lecturers of higher educational institutions (HEI) teaching project management courses at various educational levels (e.g., undergraduate, graduate, and post-graduate programmes) in Hungary, who implemented changes in their courses within the last five years. The renewed syllabi were also involved into the investigation. The study aims to answer the following research questions: What are those factors that made it necessary to implement changes to the project management courses? How did the lecturers renew the PM courses within the HEIs?