Model Proposal for Diagnosis and Integration of Industry 4.0 Concepts in Production Engineering Courses

Abstract

In Industry 4.0, people need to be able to handle the vast amount of information from machines. In this sense, for Industry 4.0, higher education institutions play a fundamental role. The methodology of this article sought to identify the knowledge required by Industry 4.0 in the literature; carry out a diagnosis of the courses currently offered by Brazilian universities and the need to incorporate new knowledge, and validate the model in a real application. The survey is classified as exploratory, bibliographic and qualitative, supported by bibliometric research. As a result of the research, we identified that the technical content of courses needs to be reviewed to meet Industry 4.0 demand. Sixty-three per cent of respondents were production engineering course coordinators; 70% of respondents considered that the disciplines of current production engineering courses were not adequate to enable the production engineer to work in Industry 4.0. The priority knowledge for implementation in the curricula was identified as big data, advanced simulation, statistics for large amounts of information and virtual reality. It was also considered necessary to bring the industry closer to the universities. The model developed was applied and validated in a university that was evaluated with the highest score in the National Student Performance Exam (Enade).

Public Policies and Human Resources Training for Industry 4.0

“…I4.0 represents the integration of a production system through digitalization and automation of manufacturing mechanisms and processes (RAMPASSO et al, 2019;CEZARINO et al, 2019;PIO et al, 2021;QUELHAS & SOUZA, 2020;MUMMOLO et al, 2019), and the use of technologies that seek to improve the economic performance of a company (QUELHAS et al, 2020;DURÃO et al, 2017). SILTORI et al ( 2021) characterize six principles: interoperability, virtualization, decentralization, real-time capacity, service orientation, and modularity.…”

“…The articles indicate that the objective of this research is in line with research opportunities related to the skills of new engineers required by Industry 4.0 (QUELHAS & SOUZA, 2020 and OLIVEIRA & SANTOS, 2020), such as "people management, service orientation, negotiations, and cognitive flexibility" (RAMPASSO et al, 2019). There is a need for discussions on organizational guidelines (BORGES and TAN, 2017;CEZARINO et al, 2019;SILTORI et al 2021;HU, 2021;NICOLETA-CLAUDIA et al, 2021;PIRES et al, 2021;OLIVEIRA, MACHADO & PEREIRA, 2021;QUELHAS et al, 2020;MUMMOLO et al, 2019). DURÃO et al (2017) deepen the study of a specific organizational structure "central factory and distributed site".…”

Low-Cost Education Kit for Teaching Basic Skills for Industry 4.0 Using Deep-Learning in Quality Control Tasks

“…With sensors incorporated in almost all industrial components and equipment, ubiquitous cyber-physical systems, and analysis of all important data, Engineering 4.0 education [24] should focus on skills that lead to digitalization in the manufacturing sector [25]. New, multifunctional professions are required as a result of Industry 4.0.…”

Implementation Mechanism of Industry-Education-Creation Mixed Ownership Industrial College Based on AHP Fuzzy Evaluation Model

“…Literature [13] explores the different influences on the development and implementation of Industry 4.0 in universities for sustainable education, and the study emphasizes the importance of practical expertise and digital technologies to be fostered during studies in higher education. Literature [14] conducted a survey and research to determine the requirements that Industry 4.0 places on graduates and found that current HEIs are not preparing graduates sufficiently for the role of Industry 4.0 engineers, pointing out that the key knowledge required relates to Big Data, Advanced Simulation, and Virtual Reality technologies. Literature [15] examines the role played by universities in smart city projects (SCP) based on quantitative and qualitative data collected from the bottom-up and finds that universities have a role as integrators, delivering relevant research and application-oriented talents.…”