Digital Twins (DTs) are widely discussed in the context of the Industry 4.0 paradigm as one of the main opportunities to strengthen the overall competitiveness of manufacturing enterprises. Despite a substantial scientific discussion, there is still no unified understanding regarding the constitution and subsequent usage of DTs within production logistics systems. Therefore, this paper focuses on the application of DTs in production logistics. The authors discuss common definitions, characteristics, and functionalities of DTs and outline current developments and implications from state-of-the-art implementation approaches, by using a systematic literature review. Moreover, based on the research findings, the authors evaluate a set of DT case studies, identify current research gaps, and present potential directions for future research initiatives regarding the field of production logistics in manufacturing enterprises.

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The successful implementation of Industry 4.0 technologies is dependent on a variety of complex endogenous and/or exogenous influencing factors. In this context, the realignment of contemporary teaching and learning methods is seen as a major prerequisite for the systematic development of human factors in modern and hyper-dynamic working environments. This paper focuses on the investigation of challenge-based learning as one of the most promising interactive methods for industrial engineering education. After reviewing current research on challenge-based learning, two exemplary challenges are presented in the form of a case study to serve as a foundation for the systematic development of transdisciplinary competences for the engineers and entrepreneurs of tomorrow.

ZusammenfassungDas Forschungsprojekt „MUL 4.0“ beschäftigt sich mit der Anwendung von Industrie 4.0 Technologien zur Digitalisierung respektive zur digitalen Transformation einer gesamten Wertschöpfungskette vom Rohmaterial bis hin zum Recycling. Der Fokus liegt hierbei auf der Erstellung von digitalen Zwillingen sowohl aus werkstoff-wissenschaftlicher als auch aus produktions-technischer Perspektive. Im Rahmen der Entwicklung einer neuartigen Lernfabrik können so in realistischen Anwendungsszenarien zukunftsweisende Technologien entwickelt, getestet und verbessert werden. Zusätzlich legen neue Lehr- und Lernkonzepte den Grundstein zur nachhaltigen Entwicklung der notwendigen Schlüsselkompetenzen im Umfeld der digitalen (Lern‑)Fabrik sowie zur Professionalisierung der Ingenieursausbildung der Zukunft.