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- Developing future skills in engineering education for industry 5.0: Enabling technologies in the Age of Digital transformation and green transitionPublication . Ciolacu, Monica I.; Alves, Gustavo R.; Terkowsky, Claudius; Zoubi, Abdallah Y.; Boettcher, Konrad E.R.; Pozzo, María I.; Kist, Alexander A.In the coming years, every industry, whether education, services, or administration, will face the 5.0 challenges, such as real-time-based digital twins and simulation, human-machine interaction, human-centric solutions, bio-in spired technologies, smart materials, cyber-safe data transmission, virtual collaboration, technologies for energy efficiency and trustworthy autonomy and artificial intelligence. Higher Education Institutions must respond with 5.0 concepts and play a crucial role in preparing the students. Therefore, adapted future-ready curricula and skills are necessary, as well as rethinking Engineering Education for the next generation and developing Future-Ready Skills for Industry 5.0, green transition, and a sustainable future. This paper aims to present the main teaching approaches to developing these skills, including problem-based learn ing, scenario-based learning, and non-traditional laboratories. These teaching and learning methodologies have been systematized and exemplified with current im plementations from around the world. It is crucial for future engineers to possess skills such as curiosity, an agile mindset, complex problem-solving abilities, creativity, and leadership in order to meet the requirements of Industry 5.0. By providing a thorough understanding of the characteristics of the fourth industrial revolution and the fourth educational revolution, as well as the skills needed to reach Industry 5.0, higher education can produce professionals that are well-equipped to meet the needs of society in the digital age.
- Online laboratories in engineering education research and practicePublication . May, Dominik; Alves, Gustavo R.; Kist, Alexander A.; Zvacek, Susan M.Instructional laboratories have long been an integral part of engineering education and technical degree programs. Today, online laboratories using remote, simulation, or even immersive virtual reality technologies offer additional innovation potential for teaching with a wide variety of pedagogical approaches, of which some are possible only because of the introduced technology and its new affordances. Educational research in this field is focused on developing new educational settings for the use of online laboratories and on fundamentally understanding how these new types of instructional laboratories influence both the faculty and the student experience. Gaining this fundamental understanding of the sociotechnical instructional reality introduced by online laboratories is highly relevant, as students should be given the opportunity to use all laboratory formats, depending on the targeted learning goal, the available equipment, or individual personal preferences of students or even faculty. This chapter takes a closer look at engineering education research and the specific field of instructional online laboratories in higher education, with a focus on remote and virtual laboratories. In this context, the chapter covers the overall background, advantages and challenges, educational research, pedagogy, history and examples, and the innovation potential of online laboratories for current as well as future engineering education.
- University 4.0: The future of higher education in the Age of TechnologyPublication . Al-Zoubi, Abdallah; Pozzo, María Isabel; Ionita Ciolacu, Monica; Alves, Gustavo R.; Kist, Alexander A.The fourth industrial revolution has had an unprecedented impact on humanity. The disruptive technologies driving the new revolution's pervasive change have the most significant impact on the younger generation. Universities should produce and promote the best use of such technologies. The next-generation university's form, function, and purpose must be clarified. The future university has already been given new names, including ecological, distributed cyborg, decentralized, and Zoom University, along with several models that have been imagined. The most important question, though, is whether universities will continue to operate under the same framework in the future or whether they will fundamentally alter the nature of higher education. To imagine the future university as described, this study aims to achieve two main objectives. First, to explore and discuss various models related to University 4.0 and the 4th Industrial Revolution. Second, to analyze the perceptions of Engineering Educators about the term ‘University 4.0’. The data elicited from a non-probabilistic international sample of professionals in Engineering Education show partial features, among which ‘digitalization’ predominates. This tendency supports the idea of a continuation with partial changes (named University 4.0) rather than a profound alteration like higher education (named University 4.1) from their perspective. An overview of University 4.0 aims to spark a discussion about what lies ahead for future generations.