Technical Considerations for the Conformation of Specific Competences in Mechatronic Engineers in the Context of Industry 4.0 and 5.0

Abstract

The incursion of disruptive technologies, such as the Internet of Things, information technologies, cloud computing, digitalization and artificial intelligence, into current production processes has led to a new global industrial revolution called Industry 4.0 or Manufacturing 4.0. This new revolution proposes digitization from one end of the value chain to the other by integrating physical assets into systems and networks linked to a series of technologies to create value. Industry 4.0 has far-reaching implications for production systems and engineering education, especially in the training of mechatronic engineers. In order to face the new challenges of the transition from manufacturing 3.0 to Industry 4.0 and 5.0, it is necessary to implement innovative educational models that allow the systematic training of engineers. The competency-based education model has ideal characteristics to help mechatronic engineers, especially in the development of specific competencies. This article proposes 15 technical considerations related to generic industrial needs and disruptive technologies that serve to determine those specific competencies required by mechatronic engineers to meet the challenges of Industry 4.0 and 5.0.

Review of Industry 4.0 from the Perspective of Automation and Supervision Systems: Definitions, Architectures and Recent Trends

“…CPSs are described as any entity composed of physical and cyber components that interact autonomously with each other, with or without human supervision [11]. In the industry, they are commonly referred to as Industrial CPSs (ICPSs), and there are multiple examples, such as robots, manufacturing cells, PLCs, data acquisition systems or SCADA systems [11].…”

“…In a similar sense, at the educational level, the number of degrees, master's degrees and training courses related to industry 4.0 is growing each day and proves interest in these topics. In fact, higher education must respond to the challenges and opportunities that Industry 4.0 poses [11]. Regarding the next generation of industrial engineers, training is a constant challenge for academia, specifically when dealing with Industry 4.0 [12].…”

“…Regarding the next generation of industrial engineers, training is a constant challenge for academia, specifically when dealing with Industry 4.0 [12]. The Industry 4.0 vision needs significant preparation and training of engineering students so that they have the ability to solve problems and to face the challenges of this industrial revolution [11]. This way, the engineer must be trained in crucial technologies for Industry 4.0, highlighting automation equipment, communications and supervisory interfaces [13].…”

Competencias y estrategias didácticas: experiencias de la Red ALFA en el Sur de Sonora, México

“…La enseñanza de la ingeniería se ha caracterizado tradicionalmente por tener un modelo pedagógico centrado en el profesor (Jiménez et al, 2022). Sin embargo, hoy en día los modelos y enfoques centrados en el alumno y la Educación Basada en Competencias (EBC) se han ido posicionando en las universidades de todo el mundo (Combéfis y de Moffarts, 2020).…”

“…Existen diversas propuestas de metodologías activas, algunas de ellas son (Bernal y Martínez, 2009) realizaron un estudio cualitativo para diseñar una secuencia didáctica para el tratamiento del tema de los circuitos eléctricos con en ABP para dar respuesta a la pregunta sobre qué tipo de aprendizaje se promueve en los estudiantes utilizando esas metodologías en las aulas virtuales de las clases de física en ingeniería y su posterior aplicación en modalidad híbrida. Jiménez et al, (2022) proponen que se debe promover la EBC y metodologías activas (ABProy) en las universidades para la formación de ingenieros mecatrónicos en el contexto de las Industrias 4.0 y 5.0.…”