The industry is a key driver of economic development. However, changes caused by introduction of modern technologies, and increasing complexity of products and production, directly affect the industrial enterprises and workers. The critics of the Industry 4.0 paradigm emphasized its orientation to new technologies and digitalization in a technocratic way. Therefore, the new industrial paradigm Industry 5.0 appeared very soon and automatically triggered a debate about the role of, and reasons for applying, the new paradigm. Industry 5.0 is complementing the existing Industry 4.0 paradigm with the orientation to the worker who has an important role in the production process, and that role has been emphasized during the COVID-19 pandemic. In this research, there is a brief discussion on main drivers and enablers for introduction of these new paradigms, then a literature-based analysis is carried out to highlight the differences between two paradigms from three important aspects—people, organization, and technology. The conclusion emphasizes the main features and concerns regarding the movement towards Industry 5.0, and the general conclusion is that there is a significant change of the main research aims from sustainability towards human-centricity. At the end, the analysis of maturity models that evaluates enterprises’ readiness to introduce features of new paradigms is given as well.
The movement to digitally transform Saudi Arabia in all sectors has already begun under the “Vision 2030” program. Consequently, renovating and standardizing production and manufacturing industries to compete with global challenges is essential. The fourth industrial revolution (Industry 4.0) triggered by the development of information and communications technologies (ICT) provides a baseline for smart automation, using decentralized control and smart connectivity (e.g., Internet of Things). Industrial engineering graduates need to have acquaintance with this industrial digital revolution. Several industries where the spirit of Industry 4.0 has been embraced and have already implemented these ideas yielded gains. In this paper, a roadmap containing an academic term course based on the concept of Industry 4.0, which our engineering graduates passed through, is presented. At first, an orientation program to students elaborating on the Industry 4.0 concept, its main pillars, the importance of event-driven execution, and smart product manufacturing techniques. Then, various tasks in developing a learning factory were split and assigned among student groups. Finally, the evaluation of student potential in incorporating the Industry 4.0 concept was analyzed. This methodology led to their professional skill development and promoted students’ innovative ideas for the manufacturing sector.
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