Fostering Engineering Education 4.0 Paradigm Facing the Pandemic and VUCA World

Ciolacu, Monica; Mihailescu, Bogdan; Rachbauer, Tamara; Hansen, Christina; Amza, Cătălin Gheorghe; Sauseng, Paul

doi:10.1016/j.procs.2022.12.213

Cited by 19 publications

(7 citation statements)

References 6 publications

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“…To meet the challenges brought about by Industry 4.0, the concept of Education 4.0 has been formalized, whose mission is to study the necessary changes that must occur in formal education systems in order to align educational processes with the vision of the Fourth Industrial Revolution [103]. Education 4.0 assesses the implications of disruptive technologies for learning processes and is based on four pillars: (1) technologies, (2) processes, (3) teaching methods and (4) competencies [104]. Student-centered pedagogical methods [105] and disruptive technologies are two paths studied in Education 4.0 (see Figure 10).…”

Section: Mechanical Engineering and Smart Retrofittingmentioning

confidence: 99%

Mechanics 4.0 and Mechanical Engineering Education

López,

Leyva,

López

et al. 2024

Machines

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Industry 4.0 is an industrial paradigm that is causing changes in form and substance in factories, companies and businesses around the world and is impacting work and education in general. In fact, the disruptive technologies that frame the Fourth Industrial Revolution have the potential to improve and optimize manufacturing processes and the entire value chain, which could lead to an exponential evolution in the production and distribution of goods and services. All these changes imply that the fields of engineering knowledge must be oriented towards the concept of Industry 4.0, for example, Mechanical Engineering. The development of various physical assets that are used by cyber-physical systems and digital twins is based on mechanics. However, the specialized literature on Industry 4.0 says little about the importance of mechanics in the new industrial era, and more importance is placed on the evolution of Information and Communication Technologies and artificial intelligence. This article presents a frame of reference for the importance of Mechanical Engineering in Industry 4.0 and proposes an extension to the concept of Mechanics 4.0, recently defined as the relationship between mechanics and artificial intelligence. To analyze Mechanical Engineering in Industry 4.0, the criteria of the four driving forces that defined mechanics in the Third Industrial Revolution were used. An analysis of Mechanical Engineering Education in Industry 4.0 is presented, and the concept of Mechanical Engineering 4.0 Education is improved. Finally, the importance of making changes to the educational models of engineering education is described.

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Section: Mechanical Engineering and Smart Retrofittingmentioning

confidence: 99%

Mechanics 4.0 and Mechanical Engineering Education

López,

Leyva,

López

et al. 2024

Machines

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“…In the face of physical restrictions, schools and educators are required to be more creative and innovative in developing flexible and adaptive learning strategies. 6 In addition, the utilization of technology and online learning has increased significantly. Educators and students are faced with new challenges in utilizing technology, developing digital skills and improving digital literacy in order to optimize learning potential in limited situations.…”

Section: Asdlorimentioning

confidence: 99%

Learning Media for Islamic Religious Education during a Pandemic: Systematic Literature Review Analysis

Asdlori

2023

International Journal of Social Science and Religion (IJSSR)

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This study intends to analyze the learning media utilized for Islamic religious education in Indonesia during the Covid-19 pandemic. This study is a systematic literature review utilizing the Prisma methodology. Mendeley and Garuda article databases with limited articles published from 2020 to 2023 are utilized. Using the search terms "Islamic religious education, learning media, covid, pandemic", 53 articles were located. Utilizing field research and accepting only journal articles made it possible to include data. Consequently, only twenty articles were examined. The Phillips Marrying content analysis technique was used for data analysis. Coding data with the Atlas.ti application. The results of the study indicate that the types of learning media utilized during the pandemic are synchronous and asynchronous. Jitsi Meet, Google Meet, Zoom, and Microsoft Teams are examples of synchronous learning media. The asynchronous media utilized are learning management systems such as e-learning in educational institutions, Google Classroom, and Edmodo, as well as other supporting media such as Google Forms, Kahoot, Quizziz, Microsoft PowerPoint, YouTube, and videos. During a pandemic, there were several issues with the use of internet-based learning media, including inadequate devices, poor internet infrastructure, and the inability of students' parents to pay. The use of learning media for distance education must take several factors into account for learning to proceed smoothly.

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“…While the idea of a learning organisation is not a new concept (Pedler and Burgoyne, 2017), its utility may soon come into the attention of the organisations that intend to keep up with the demanding changes required by VUCA factors. This demand is also supported by recent events such as the CoVid-19 pandemic, which saw educational activities move from on-site to online-only overnight, thus creating the need for agile adaptation to the new ways of learning (Ciolacu, 2022).…”

Section: Engineering Educationmentioning

confidence: 99%

“…An interesting approach on addressing VUCA challenges in education comes from a study conducted across three European universities during the CoVid-19 pandemic which analyses delivery of Industry 4.0 skills through online learning. The study revealed a need to switch the teaching and learning approach from a "push" principle to a "pull" principle, giving as examples the move from focus on content to focus on context, from delivering requirements to co-creation of requirements, and from attention to training to attention of business impact (Ciolacu et al, 2022). Moreover, both Ciolacu et al and Antonacopoulou et al's studies indicate a tendency to focus and embed agile concepts in the education frameworks, as outlines in Table 3 below: Closely tied to agility are also the concepts of innovation and entrepreneurship.…”

Section: Engineering Educationmentioning

confidence: 99%

VUCA Factors Influencing Stakeholder Relationship Management Development: A Systematic Literature Review

Ungureanu,

Sbîrcea,

Chiriţă

2023

Bulletin of the Polytechnic Institute of Iași. Machine Constructions Section

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The term VUCA (volatility – uncertainty – complexity – ambiguity) accurately describes nowadays’ high pace society in which changes reshape organisational management structures and impact stakeholder relationship management networks. As such, the influence of the VUCA phenomenon demands a closer evaluation in some of the industries where it had a high impact. This paper aims to provide the reader with a systematic literature review on the VUCA aspects which influence the development of stakeholder relationship management in specific industries, as well as provide a list of factors that influence organisational management evolution. The papers in scope for this study were selected if they considered the perceived impact stemming from VUCA factors. For this purpose, over 40 academic studies have been identified and analysed against inclusion and exclusion criteria. The results indicate that engineering education, leadership adaptability and resilience, learning agility, culture of innovation, systemic approaches, and the ability of businesses to drive excellence are some of the most highlighted aspects which can weigh a heavy influence on the development of stakeholder relationship management. Moreover, there is further need for further research into how methods and frameworks react to VUCA effects across industries.

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Fostering Engineering Education 4.0 Paradigm Facing the Pandemic and VUCA World

Cited by 19 publications

References 6 publications

Mechanics 4.0 and Mechanical Engineering Education

Mechanics 4.0 and Mechanical Engineering Education

Learning Media for Islamic Religious Education during a Pandemic: Systematic Literature Review Analysis

VUCA Factors Influencing Stakeholder Relationship Management Development: A Systematic Literature Review

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